26 Citations (Scopus)

Abstract

Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as "modeling", this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.

Original languageEnglish (US)
Pages (from-to)371-413
Number of pages43
JournalInteractive Learning Environments
Volume21
Issue number4
DOIs
StatePublished - Aug 2013

Fingerprint

learning
Students
student
Formal languages
mathematics
language
science
literature

Keywords

  • constructive learning
  • interactive learning activities
  • interactive learning environments
  • model construction
  • modeling
  • scaffolding

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Model construction as a learning activity : A design space and review. / VanLehn, Kurt.

In: Interactive Learning Environments, Vol. 21, No. 4, 08.2013, p. 371-413.

Research output: Contribution to journalArticle

@article{78bc921ed18f4e438005ab52732a0eb1,
title = "Model construction as a learning activity: A design space and review",
abstract = "Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as {"}modeling{"}, this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.",
keywords = "constructive learning, interactive learning activities, interactive learning environments, model construction, modeling, scaffolding",
author = "Kurt VanLehn",
year = "2013",
month = "8",
doi = "10.1080/10494820.2013.803125",
language = "English (US)",
volume = "21",
pages = "371--413",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Model construction as a learning activity

T2 - A design space and review

AU - VanLehn, Kurt

PY - 2013/8

Y1 - 2013/8

N2 - Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as "modeling", this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.

AB - Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as "modeling", this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.

KW - constructive learning

KW - interactive learning activities

KW - interactive learning environments

KW - model construction

KW - modeling

KW - scaffolding

UR - http://www.scopus.com/inward/record.url?scp=84880452049&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84880452049&partnerID=8YFLogxK

U2 - 10.1080/10494820.2013.803125

DO - 10.1080/10494820.2013.803125

M3 - Article

VL - 21

SP - 371

EP - 413

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 4

ER -