Introduction
Literature Review
Design and Instructional Context
Design Principles
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Engagement with several modeling approaches—students have meaningful opportunities to engage with several modeling approaches integrated in the unit, including both pictorial representations and computational modeling tools, to investigate different aspects of a complex phenomenon. As we have noted, understanding the plurality of modeling approaches is important, yet underemphasized and under studied aspect of modeling practice (Stroup and Wilensky, 2014).
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Explicit consideration of affordances and constraints of each modeling approach and their integration—students’ engagement with the different modeling approaches should be accompanied by explicit consideration of the affordances and constraints of each modeling approach, together with a focus on the complementary aspects of using different modeling approaches when investigating the same phenomenon. Expecting students to develop explicit metaunderstandings from mere engagement with the practice is not effective (Berland et al., 2016). Therefore, to support students’ metaunderstandings, students explicitly engage in discussion about it.
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Hourglass modeling sequence—following the introduction of the unit’s driving question and anchoring phenomenon, students start building initial models that represent their explanations of the phenomenon. After this, students focus on one plausible model by engaging in an in-depth exploration of its mechanism. Students conclude the unit by engaging with models that allows them to explore new factors that may influence the investigated system, thereby providing them with an opportunity to ask new questions that can lead to further investigation.
Investigated Phenomena: Ants’ Pheromone Communication
Unit Design and Enactment
Lesson | Learning goals | Lesson description | Alignment with design principles | Activities | Estimated time (minutes) |
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1—Conceptual drawn models | *Students are introduced to the phenomena of ant trail formation *Students draw models to explain their ideas about ant communication *Students plan and conduct investigations to explore their ideas | Students watch a video of ants forming a trail to collect food. After this, students are asked to write their observations and generate their own questions related to the phenomena. Following this, students in small groups draw models to explain how ants collaborate to form the trail. Then, students plan and conduct an investigation to test each of the models by observing or manipulating ant trails they find in the outdoor environment | To align with design principles 1 and 2, this lesson concludes with a discussion where students are also introduced to the modeling practice, focusing on the nature of models and modeling. Students are directed to consider that each model has its advantages and limitations and that different models can be used to investigate the same phenomena. The affordances and challenges of drawn models are discussed, with the understanding that in the next lessons, students will be introduced to other modeling tools. This lesson aligns with the third design principles, since it starts with an open model that allows students to come up with their own ideas to explain the ant trail formation | Introduce the phenomena and driving question | 30 |
Draw and present group models to explain ant communication in trail formation | 60 | ||||
Plan and carry out outdoor investigations to test models | 90 | ||||
Discuss scientific models and ant communication using pheromones | 30 | ||||
2—Agent based models | *Students use ABM to investigate factors that influence ant trail formation | Students investigate the factors that impact the ants’ trail formation. An adaptation of the “ants” model in NetLogo model (Wilensky, 1999) provides blocks of computer code in the form of widgets where the student could choose among several rules for the ants and the pheromones. They also set different variables in the model, such as the number of ants. Students are given a printed guide that introduces the interface and its tools and provides questions that help students focus on various processes in the model | In alignment with design principles 1 and 2, this lesson is concluded with a discussion about the affordance and challenges of NetLogo and agent-based models in general. Students are directed to consider how this tool is similar and different from their drawn models in the previous lesson and how it can be used differently to investigate the phenomenon of ant trail formation | Investigate factors influencing the efficiency of food foraging by ants using agent-based NetLogo simulation | 60 |
Engage in summary discussion of the NetLogo activity | 20 | ||||
3—System dynamics models | *Students construct, revise and evaluate SD models to present their understanding of ant trail formation based on their prior investigations *Students engage in summary discussion about ant communication and the different modeling approaches | Students are introduced to SageModeler, a system dynamics tool, where they are asked to revise a partially constructed model, to add additional variables, and to test the model based on their understandings and hypothesis. Students run a simulation of their model and produce graphs that demonstrate the effect of changing the variables they added to the model on the amount of food in the nest and evaluate and revise their model. In the final part of the lesson, students reflect on the unit itself in a whole class discussion. They discuss the affordances and limitations of the different modeling tools and how each modeling tool can be used to investigate different aspects of the ant trail formation and pheromone communication phenomena | This lesson aligns with design principle 1, as it summarizes the experiences students had with each modeling approach. It also aligns with design principle 2, as it provides an opportunity to explicitly address how in science, different modeling tools can be used to investigate phenomena. It also aligns with design principle 3, as students are provided an opportunity to expand their model by adding new factors that may influence the phenomenon | Develop and use models to investigate factors influencing the rate of food transfer from environment to ants’ nest using system dynamics SageModeler model | 60 |
Engage in summary discussion of the SageModeler activity | 20 | ||||
Engage in summary discussion of the unit | 20 |
Materials and Methods
Participants
Tools, Methods, and Analysis
ABM Activity
SD Modeling Activity
Lesson Recordings and Observation Notes
Pre- and Post-unit Questionnaires
Category | Description | Example |
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Physical construction | Ants physically construct the trail and walk through it | “I think the ants create the trail by digging in the ground.” (Student #9, pre-questionnaire) |
Chemical trace | Ants that find food secrete pheromones to recruit other ants from the nest to the food source | “The ants smell the pheromone that other ants release on the trails, follow it and reach the food.” (Student #3, post-questionnaire) |
Individual follow | Ants follow each other as they forage for food | “Following each other until there is a convoy.” (Student #16, post-questionnaire) |
Path description | Ants that find food return to the nest to recruit other ants by communicating the location of the food (similar to bee dance in hive) | Evident in students’ drawn models (see Fig. 3) |
Other | Not relevant or not clear responses | “I think ants can just handle the condition of the soil.” (Student #11, pre-questionnaire) |
Category | Example |
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Pheromones or smell | “I think ants communicate with each other using pheromones.” (Student #2, post-questionnaire) |
Antenna | “I think ants communicate by using antennas.” (Student #14, post-questionnaire) |
Language or sound | “Ants has a unique language of their own.” (Student #11, pre-questionnaire) |
Gestures or motion | “Smell, motion, like bees.” (Student #22, pre-questionnaire) |
Physical contact | “I think ants communicate with each other by contact.” (Student #7, post-questionnaire) |
Category | Description | Example |
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Represent | Used to represent a scientific idea or experiment results | “I think a scientific model is a model that represent and transfer knowledge related to a scientific topic.” (question 1, student #7, pre-questionnaire) |
Explain | Used to explain a phenomenon or an idea | “I think a scientific model is something (drawing, object etc.) that presents a certain phenomenon and explains it.” (question 1, student #13, post-questionnaire) |
Investigate | Used to investigate or explore a phenomenon | “Scientists use models to see what effects what, what can happen (options) or to try to see what is happening.” (question 2, student #10, post-questionnaire) |
Understand | Used to understand a scientific idea or principle | “Scientific model is something that demonstrates a certain phenomenon in order to develop understanding.” (question 1, student #3, post-questionnaire) |
Learn | Used to learn scientific knowledge | “[scientists use models] To answer people needs to investigate and learn new things.” (question 2, student #6, pre-questionnaire) |
Predict | Used to predict possible outcome of changes in a system | “I think a scientific model is a tool for predicting or demonstrating a certain research.” (question 1, student #19, pre-questionnaire) |
Teacher Interview
Results
Students’ Engagement with the Different Modeling Approaches
Agent-Based Modeling
The ants leave the nest, and search for food. When they find, they emit pheromones, that cause more ants to leave the nest in the direction of the food - that’s where the pheromones were emitted. The ants take the food to the next, return and take more food, and so on… It’s important to note that the food the ants find first is closer to the next, and that’s why they finish it before they go to take food from the other sources.