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Wagh, Aditi; Wilensky, Uri – Journal of Science Education and Technology, 2018
Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience…
Descriptors: Evolution, Programming, Computer Uses in Education, Comparative Analysis
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Weintrop, David; Beheshti, Elham; Horn, Michael; Orton, Kai; Jona, Kemi; Trouille, Laura; Wilensky, Uri – Journal of Science Education and Technology, 2016
Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include "computational thinking" as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new…
Descriptors: Secondary School Mathematics, Secondary School Science, High School Students, Mathematics Education
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Brady, Corey; Holbert, Nathan; Soylu, Firat; Novak, Michael; Wilensky, Uri – Journal of Science Education and Technology, 2015
In this article, we introduce a class of constructionist learning environments that we call "Emergent Systems Sandboxes" ("ESSs"), which have served as a centerpiece of our recent work in developing curriculum to support scalable model-based learning in classroom settings. ESSs are a carefully specified form of virtual…
Descriptors: Science Instruction, Models, Educational Technology, Simulated Environment
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Berland, Matthew; Wilensky, Uri – Journal of Science Education and Technology, 2015
Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to understand new phenomena. To understand how to effectively teach complex systems and computational content to younger students, we conducted a study in four urban middle school classrooms comparing…
Descriptors: Robotics, Comparative Analysis, Computer Simulation, Systems Approach
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Levy, Sharona T.; Wilensky, Uri – Journal of Science Education and Technology, 2009
Connected Chemistry (named CC1 to denote Connected Chemistry Chapter 1) is a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry. It views chemistry from an "emergent" perspective, how macroscopic phenomena result from the interaction of many submicroscopic particles. Connected Chemistry employs…
Descriptors: Physics, Chemistry, Science Curriculum, Science Education
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Levy, Sharona T.; Wilensky, Uri – Journal of Science Education and Technology, 2009
The focus of this study is students' learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky 2009). An investigation was conducted into high-school students' learning with Connected…
Descriptors: Chemistry, Effect Size, Science Education, Questionnaires
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Buckley, Barbara C.; Gobert, Janice D.; Kindfield, Ann C. H.; Horwitz, Paul; Tinker, Robert F.; Gerlits, Bobbi; Wilensky, Uri; Dede, Chris; Willett, John – Journal of Science Education and Technology, 2004
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in…
Descriptors: Genetics, Field Tests, Models, High Schools
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Stieff, Mike; Wilensky, Uri – Journal of Science Education and Technology, 2003
Describes a novel modeling and simulation package and assesses its impact on students' understanding of chemistry. Connected Chemistry was implemented inside the NetLogo modeling environment. Using Connected Chemistry, students employed problem -solving techniques characterized by stronger attempts at conceptual understanding and logical…
Descriptors: Chemistry, Cognitive Structures, College Students, Comprehension
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Wilensky, Uri; Resnick, Mitchel – Journal of Science Education and Technology, 1999
Argues for an expanded role for the concept of emergent levels in science education. Cites confusion of levels and slippage between levels as the source of many people's misunderstandings about patterns and phenomena. Contains 35 references. (DDR)
Descriptors: Cognitive Processes, Cognitive Psychology, Concept Formation, Educational Strategies