Examining how students’ knowledge of the subject domain affects their process of modeling in a computer programming environment

• Published in: Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education) Vol. 2; no. 3; pp. 251 - 282
• Main Authors: Papaevripidou, Marios, Zacharia, Zacharias C.
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 01.09.2015; Springer Nature B.V
• Subjects: Animation; Collisions; Computer programming; Computer Uses in Education; Computers and Education; Constructivism (Learning); Data analysis; Data collection; Education; Educational Technology; Graduate students; Graphical representations; Knowledge; Language; Metacognition; Modelling; Physics; Programming environments; Programming Languages; Qualitative analysis; Science education; Science Instruction; Scientific Enterprise; Scientists; Written Language; Modeling-based learning; Computer programming environment; Modeling competence; Science background knowledge
• ISSN: 2197-9987; 2197-9995; 2197-9995
• DOI: 10.1007/s40692-015-0034-1

The purpose of this study was to investigate whether learners with different science content knowledge backgrounds, namely physics and science education graduates, construct models differently in the same computer programming environment with graphically represented program language and for the same subject matter (1D collisions). To do so, we selected 28 participants for each group and offered them the same modeling-based learning treatment. Data collection involved the administration of two paper-and-pencil tests, the participants’ created models, and screen-capture data (both video and sound). The first test examined the participants’ content knowledge on 1D collisions and the second one participants’ modeling competence. The data analysis involved both qualitative and quantitative methods. The findings revealed that variation in science background knowledge appears to affect the learners’ modeling competence, the types and nature of the models created, and the model creation progression followed.