A Germ for Young European Scientists: Drawing-Based Modelling
An important movement in European science education is that learning should be inquiry-based and represents realistic scientific practice. The inquiry-based nature of science education is essential to interest more young people for a career in science and
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Abstract An important movement in European science education is that learning should be inquiry-based and represents realistic scientific practice. The inquiry-based nature of science education is essential to interest more young people for a career in science and technology. Creating models is broadly seen as an essential part of those scientific practices. Dynamic models play a central role in science as a main vehicle to express and evaluate our understanding of complex systems. Therefore, the ability to reason with and about models and to create models of dynamic systems is an important higher order thinking skill and as a means to foster the development of scientific attitudes. In teaching children how to model, the choice for model representation is important. Representations can vary from mathematical formula, programming languages and diagrammatic representations. This chapter will present modelling based on drawings, and the SimSketch software with which children can create dynamic, multi-agent models. By representing systems in drawings, assigning behaviour to elements of the drawing and simulate the resulting model, children can express and test their ideas about natural and artificial systems. The chapter discusses conceptual and technical issues related to SimSketch as well as studies in which children have used SimSketch to represent systems such as the solar system, traffic and the spreading of diseases. The role of this approach will be discussed in the context of developments in European educational research. Keywords Simulations
Modeling Inquiry learning Scientific literacy
W. van Joolingen (&) Freudenthal Institute for Science and Mathematics Education, Utrecht University, Utrecht, The Netherlands e-mail: [email protected] © Springer Science+Business Media Singapore 2017 Y. Cai et al. (eds.), Simulation and Serious Games for Education, Gaming Media and Social Effects, DOI 10.1007/978-981-10-0861-0_2
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W. van Joolingen
1 Introduction: The Image of Science in Science Education In Europe, there is an increasing need for students choosing studies and careers in science and technology. Over the years, interest in science has decreased and numbers of students enrolling in scientific and technological studies have been going down. Although in recent years this downfall seems to have come to an end, it is important that the educational system raises interest, skill and motivation for science and technology. Apart from the need for well-trained scientists, science education also needs to educate for the role in science as part of citizenship education. People need a basic level of knowledge about science in order to function in society, for instance to make choices regarding socio-scientific issues such as vaccination and genetic testing. According to Boerwinkel et al. [1], the scientific knowledge and skills that young people should acquire are • knowledge and skills regarding concepts in science and mathematics; • knowledge about the nature of science and mathematics, which includes methodo
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