The Difficult Process of Scientific Modelling: An analysis of novices' reasoning during computer‐based modelling

Abstract

Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, we need a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds.

Notes

1. Adapted from “Computerondersteund modelleren natuurkunde: Een sportieve beweging” [“Computer‐supported modelling physics: A sportive movement”] (courtesy of Koos Kortland, Kees Hooyman, and Development Group Dynamic Modelling, University of Utrecht).

2. Translated from the Dutch “Computerondersteund modelleren: Basishandleiding Powersim”, which is available online (http://www.cdbeta.uu.nl/model/literatuur/basishandleiding.pdf).

3. Below each protocol segment the following information is provided: protocol number, start time, duration of the episode and the ultimate scoring of the episode employing our scoring scheme.