Search results for author:"Uri Wilensky"
Total records matched: 24 Search took: 0.144 secs
Journal of Mathematical Behavior Vol. 14, No. 2 (1995) pp. 253–80
Presents a case study of a learner engaged with a probability paradox. The case illustrates a Connected Mathematics Project approach: that primary obstacles to learning probability are conceptual and epistemological and that engagement with paradox...
Comparing Virtual and Physical Robotics Environments for Supporting Complex Systems and Computational Thinking
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 628–647
Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to understand new phenomena. To understand how to effectively teach complex systems and computational...
Informatics in Education Vol. 13, No. 2 (2014) pp. 307–321
Research on the effectiveness of introductory programming environments often relies on post-test measures and attitudinal surveys to support its claims; but such instruments lack the ability to identify any explanatory mechanisms that can account...
International Journal of Computers for Mathematical Learning Vol. 12, No. 1 (April 2007) pp. 23–55
We introduce a design-based research framework, "learning axes and bridging tools," and demonstrate its application in the preparation and study of an implementation of a middle-school experimental computer-based unit on probability and statistics, "...
Journal of Science Education and Technology Vol. 27, No. 2 (2018) pp. 131–146
Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated...
Journal of Science Education and Technology Vol. 8, No. 1 (1999) pp. 3–19
Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)
Journal of Science Education and Technology Vol. 12, No. 3 (2003) pp. 285–302
Describes a novel modeling and simulation package and assesses its impact on students' understanding of chemistry. Connected Chemistry was implemented inside the NetLogo modeling environment. Using Connected Chemistry, students employed problem ...
Educational Technology Vol. 56, No. 3 (2016) pp. 36–41
Video games are an oft-cited reason for young learners getting interested in programming and computer science. As such, many learning opportunities build on this interest by having kids program their own video games. This approach, while sometimes...
Diving into Complexity: Developing Probabilistic Decentralized Thinking through Role-Playing Activities
Journal of the Learning Sciences Vol. 7, No. 2 (1998) pp. 153–72
Argues that role-playing activities can be a powerful tool in mathematics and science education, particularly in the new sciences of complexity (i.e., the study of complex systems). Two role-playing activities are described, each designed to help...
International Journal of Computers for Mathematical Learning Vol. 14, No. 1 (April 2009) pp. 21–50
Electricity is regarded as one of the most challenging topics for students of all ages. Several researchers have suggested that naive misconceptions about electricity stem from a deep incommensurability (Slotta and Chi 2006; Chi 2005) or...
Students' Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World
Journal of Science Education and Technology Vol. 18, No. 3 (June 2009) pp. 243–254
The focus of this study is students' learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and...
On the Embedded Complementarity of Agent-Based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems
Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 19–52
Placed in the larger context of broadening the engagement with systems dynamics and complexity theory in school-aged learning and teaching, this paper is intended to introduce, situate, and illustrate--with results from the use of network supported...
Computers & Education Vol. 56, No. 3 (April 2011) pp. 556–573
This study lies at an intersection between advancing educational data mining methods for detecting students’ knowledge-in-action and the broader question of how conceptual and mathematical forms of knowing interact in exploring complex chemical...
Complex Systems in Education: Scientific and Educational Importance and Implications for the Learning Sciences
Journal of the Learning Sciences Vol. 15, No. 1 (2006) pp. 11–34
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in...
Constructible Authentic Representations: Designing Video Games That Enable Players to Utilize Knowledge Developed In-Game to Reason about Science
Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 53–79
While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design...
Journal of Science Education and Technology Vol. 18, No. 3 (June 2009) pp. 224–242
Connected Chemistry (named CC1 to denote Connected Chemistry Chapter 1) is a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry. It views chemistry from an "emergent" perspective, how macroscopic ...
Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons from the DeltaTick Project
Science Education Vol. 99, No. 3 (May 2015) pp. 465–499
To successfully integrate simulation and computational methods into K-12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricular content and practices and (b) attending to student ...
Journal of Statistics Education Vol. 14, No. 1 (March 2006)
ProbLab is a probability-and-statistics unit developed at the Center for Connected Learning and Computer-Based Modeling, Northwestern University. Students analyze the combinatorial space of the 9-block, a 3-by-3 grid of squares, in which each square ...
Journal of the Learning Sciences Vol. 24, No. 2 (2015) pp. 204–251
The learning sciences community has made significant progress in understanding how people think and learn about complex systems. But less is known about how people make sense of the quantitative patterns and mathematical formalisms often used to...
Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 265–286
In this article, we introduce a class of constructionist learning environments that we call "Emergent Systems Sandboxes" ("ESSs"), which have served as a centerpiece of our recent work in developing curriculum to support scalable ...
International Journal of Game-Based Learning Vol. 6, No. 1 (January 2016) pp. 1–17
Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing...
Journal of Interactive Learning Research Vol. 28, No. 3 (July 2017) pp. 269–303
In this paper we present a learning design approach that leverages perspective-taking to help students learn about complex systems. We define perspective-taking as projecting one’s identity onto external entities (both animate and inanimate) in an...
Journal of Science Education and Technology Vol. 25, No. 1 (2016) pp. 127–147
Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this...
Model-Based Teaching and Learning with BioLogica[TM]: What Do They Learn? How Do They Learn? How Do We Know?
Barbara C. Buckley; Janice D. Gobert; Ann C. H. Kindfield; Paul Horwitz; Robert F. Tinker; Bobbi Gerlits; Uri Wilensky; Chris Dede; John Willett
Journal of Science Education and Technology Vol. 13, No. 1 (March 2004) pp. 23–41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a...