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Why Use Starlogo-TNG in the Science Classroom?
Modelling is particularly relevant to school students, who have very limited access to the scientific world and its resources.
The Victorian Science in Schools Research Project (http://www.sofweb.vic.edu.au/mys/docs/research/SITbrochure.doc)
identified eight core components of effective teaching and
learning of Science.
1. The learning environment encourages active engagement with ideas and
evidence
By creating and designing their own models, students are actively engaged in generating ideas, asking questions and analysing results. Because they have designed the models themselves, students have a vested interest in the outcomes. The process of reducing a model to its simplest meaningful components is a very important one for students to undertake. In a traffic flow model students need to realise that it is the number of cars involved that is the most important variable, rather than the make or colour of the cars. They need to work out how to reduce a world to the bare bones components and then validate their model by testing the outcomes from their model against what they know about the real world. It is also vital that students gain an understanding, not only of the limitations of modelling in general, but also the limitations of any one particular model. For example, a traffic flow model is unlikely to be of value in studying pedestrian fatalities.
2. Students are challenged to develop meaningful understandings
Although students in schools are often exposed to modelling in one form or another, too often we give students a pre-prepared model and ask them to change variables and study outcomes. In many cases this gets reduced by students to admiring the pretty coloured lines that come out in graphs, without them gaining a fundamental understanding of what it is that they are actually studying. If, however, a student has designed a model for themself, not only do they have a fundamental understanding of what it is about, but they have the opportunity to explore alternative viewpoints and representation of their own ideas and they have a vested interest in trying to interpret and understand the pretty coloured lines that are produced!
3. Science is linked with students’ lives and interests
Perhaps the most important reason for students to practise modelling, and gain an understanding of what it involves, is so that they can meaningfully interpret statements made in the media. Commonly we see science suggesting that something may happen, and immediately the media are saying that it will happen. Because science is about uncertainty, but the media are reporting findings as certainty, the public are becoming increasingly distrustful of science as a way of understanding the world. Regardless of what future direction a student may take in their life, as a citizen of the world they should have the ability to critically evaluate and interpret statements made by members of the scientific community and the media. They need to be able to recognise good science and be sceptical about bad science.
4. Students’ individual learning needs are catered for
Because it has a user friendly drag and drop interface, Starlogo TNG is accessible to a broader range of students than many other similar tools. Students are able to design simulations in areas of their own interest, and ranging from the very simple to highly complex.
5. Assessment is embedded within the science learning strategy
Because students are actively engaged in creating their own models, with almost instantaneous feedback on its success or otherwise, self assessment and evaluation is immediate and integral to the entire process. Students can see the success or otherwise of the design and construction of their model and are able to engage in an ongoing process of improvement and refinement.
6. The nature of science is represented in its various aspects
It is the process of modelling that is important, rather than what it is that is actually being modelled, or how close to the real world the model actually is. By gaining a fundamental understanding of modelling and what it involves, students are getting to think and behave like real scientists, as they engage in the cycle of asking questions, analysing their questions, designing tests and making predictions.
7. The classroom is linked with the broader community
Starlogo TNG allows students to create simulations of real world situations and events. Students should be encouraged to connect with others beyond the classroom walls in researching background information for their models, in evaluating their effectiveness, and then in sharing their models for others to use. Making connections with the broader community enables students to better appreciate the importance and place of modelling in the real world.
8. Learning technologies are exploited for their learning potentialities
Starlogo TNG enables students to go beyond being mere consumers of technology. Using this environment, they are not only constructing technology products that others can use, but are constructing their own learning in the same process. This is the most powerful learning experience of all.
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 2.5 License.
Attribution should include the statement: "This has been adapted from a
resource originally created by Margaret Meijers at http://www.mindtools.tased.edu.au"