Modeling and Simulation in Science and Mathematics Education

1. Front Matter

   Pages i-xviii

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2. Modeling Tools for Students and Teachers

   1. Front Matter

      Pages 1-4

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   2. Modeling Clay for Thinking and Learning

      • Jon Ogborn

      Pages 5-37

   3. Training System Modelers: The NSF CC-STADUS and CC-SUSTAIN Projects

      • Ron Zaraza, Diana M. Fisher

      Pages 38-69

   4. Construction of Models to Promote Scientific Understanding

      • Michele Wisnudel Spitulnik, Joeseph Krajcik, Elliot Soloway

      Pages 70-94

   5. A Visual Modeling Tool for Mathematics Experiment and Inquiry

      • Wallace Feurzeig

      Pages 95-113

   6. Decentralized Modeling and Decentralized Thinking

      • Mitchel Resnick

      Pages 114-137

   7. An Object-Based Modeling Tool for Science Inquiry

      • Eric K. Neumann, Wallace Feurzeig, Peter Garik

      Pages 138-148

3. Model-Based Inquiry

   1. Front Matter

      Pages 149-150

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   2. GasLab—an Extensible Modeling Toolkit for Connecting Micro-and Macro-properties of Gases

      • Uri Wilensky

      Pages 151-178

   3. Designing Computer Models That Teach

      • Paul Horwitz

      Pages 179-196

   4. Modeling as Inquiry Activity in School Science: What’s the Point?

      • William Barowy, Nancy Roberts

      Pages 197-225

   5. Alternative Approaches to Using Modeling and Simulation Tools for Teaching Science

      • Barbara Y. White, Christina V. Schwarz

      Pages 226-256

4. Toward Extended Modeling Environments

   1. Front Matter

      Pages 257-258

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   2. The Developing Scientist as Craftsperson

      • Michael Eisenberg, Ann Eisenberg

      Pages 259-281

   3. Multisensory Immersion as a Modeling Environment for Learning Complex Scientific Concepts

      • Chris Dede, Marilyn C. Salzman, R. Bowen Loftin, Debra Sprague

      Pages 282-319

   4. Conclusion

      • Wally Feurzeig, Nancy Roberts

      Pages 320-322

5. Back Matter

   Pages 323-336

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The world consists of many complex systems, ranging from our own bodies to ecosystems to economi~ systems. Despite their diversity, complex systems have many structural and functional features in common that can be effec­ tively simulated using powerful, user-friendly software. As a result, virtually anyone can explore the nature of complex systems and their dynamical be­ havior under a range of assumptions and conditions. This ability to model dy­ namic systems is already having a powerful influence on teaching and study­ ing complexity. The books is this series will promote this revolution in "systems thinking" by integrating skills of numeracy and techniques of dynamic modeling into a variety of disciplines. The unifying theme across the series will be the power and simplicity of the model-building process, and all books are designed to engage the reader in developing their own models for exploration of the dy­ namics of systems that are of interest to them. Modeling Dynamic Systemsdoes not endorse any particular modeling par­ adigm or software. Rather, the volumes in the series will emphasize simplic­ ity of learning, expressive power, and the speed of execution as priorities that will facilitate deeper system understanding.

• curriculum
• education
• information
• learning
• mathematics education
• modeling
• science education
• simulation
• visualization

• BBN Technologies, GTE Internetworking, Cambridge, USA

  Wallace Feurzeig

• Lesley College, Cambridge, USA

  Nancy Roberts

Policies and ethics