Theme 4: Reading Two

Klopfer, E., Yoon, S. & Um, T. (Summer 2005). Teaching complex dynamic systems to young students with StarLogo. Journal of Computers in Mathematics and Science Teaching. 24 (2), 157.

This research article reports on how a modelling programme called StarLogo http://education.mit.edu/starlogo/ helps students to learn about complex systems and scientific methodology. StarLogo modelling encourages playful design and exploration. The authors suggest that students at an early age develop deep-rooted misconceptions about science. They assert that the linear nature of investigation and quest for the right answer is a focus of traditional teaching of scientific methods.

StarLogo helps “teachers and students investigate complex systems through designing, building, and analyzing models of physical and social phenomena using multiple variables interacting at any given time.” StarLogo also introduces students to the concepts of computing programming and modelling.

Two groups of students aged 10-11 years and 12-13 years used StarLogo over seven weeks covering several modelling projects. The researchers also required subject teachers from technology, mathematics and science to provide scaffolding activities so students became familiar with the StarLogo programme.

The authors wanted to find answers to the following research questions;
1. What do younger students learn with this set of educational technology tools?
2. How do younger students respond to the open-ended nature of the Adventures in Modeling curriculum?
3. How can the curriculum be adapted to better meet the needs of younger students?

The authors used the follow methods to gathering data;
a) Student projects posted on a discussion board were reviewed by researchers,
b) Paperback note books allowed students to write daily entries,
c) Video taping of student interviews and classroom participation/behaviour, and
d) Online surveys completed by students.

The results showed support for using StarLogo with students younger than high school and even middle school levels. Students aged 10-11 years were particularly creative with their modelling. The authors suggested that more research should be conducted on trying to find out how to integrate appropriate play activities for middle school (12-13 years). I enjoyed reading this article because it introduced me to another way of approaching science investigations.