科學建模被視為科學教育重要核心能力之一，電腦模擬被廣泛使用來輔助學生建模，然而文獻上也發現學生在引導下使用電腦模擬進行建模的學習動機相當低落，單純引導式建模並無法改善學生使用淺層的動機以及淺層的策略來學習科學。因此，本計畫根據建造主義(constructionism)提出以計算建模(computational modeling)讓學生透過運算思維(computational thinking)的方式將科學現象以可視、可操作、或遊戲情境的模型呈現，從建造科學現象的電腦模型中習得科學概念，並體驗科學建模的過程。為了協助學生以計算建模習得科學建模技巧與知識，本計畫提出一教學架構，強調(1) 以建造物理遊戲場景為目標挑戰學生、(2) 結合運算思維與電腦模擬促進深入學習、與(3) 模型進化式的案例學習法(learning from examples with model progression )引導學生建模。基於此架構本計畫將發展一符合低門檻高天花板(low threshold high ceiling)之計算建模系統，並規劃一學期(10週)計算建模物理課程模組，以模型進化式案例學習學習策略幫助學生進行科學建模，提供簡單案例幫助學生建造自己的初始的電腦科學模型，再逐漸引導學生朝向更複雜成熟的電腦科學模型。為了確認計算建模軟體與漸進式案例學習策略的效果，本計畫規劃三年的研究分別從學習投入、科學模型的理解、與科學學習概念上來探討這樣的設計架構如何影響學習。希望透過此計畫能夠釐清一些計算建模的教學設計準則，指引教師及研究者有效的實施計算建模活動。 ;Scientific modeling is considered as one of critical competency in science education. In the meanwhile, computer simulations are extensively applied in diverse learning contexts to develop students’ scientific modeling skill. However, under a guided teaching context students still hold lower level of motivation and applied superficial strategies to learn to model science phenomena with computer simulations. To address this problem, this project proposes a computational modeling approach based on constructionism guiding students to model science phenomena in a visible, operational, or a game representation through computational thinking. Students learn scientific modeling skills and knowledge through building a computational model of science phenomena. This project proposes a design framework to guide the development of the computational modeling teaching/learning activity. This framework involves (1) challenging students with the goal of construction of a game theme, (2) integrating computational thinking and computer simulation to trigger in-depth learning, and (3) guiding students through learning from examples with model progression. Based on the framework, this project will develop a construction tool with low threshold high ceiling feature supporting middle school students build computational scientific models. This project will develop a series of learning activities for a 10-week science curriculum that can be implemented in schools. Learning from examples with model progression will be the core design principle to guide students to build models from simple examples and progressively extend to sophisticated scientific models. To understand the effect of the computational modeling approach, student engagement, cognitive understanding of science model, and the perspective to the learning science will be collected and analyzed. It is hoped that we can achieve a better understanding about the pedagogical design principle that can be applied to guide teachers to implement computational modeling activities in schools.
