How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models
The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2020-11-01
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| Series: | Systems |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2079-8954/8/4/47 |
| _version_ | 1797547170396635136 |
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| author | Alison Haas Scott E. Grapin Daniel Wendel Lorena Llosa Okhee Lee |
| author_facet | Alison Haas Scott E. Grapin Daniel Wendel Lorena Llosa Okhee Lee |
| author_sort | Alison Haas |
| collection | DOAJ |
| description | The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part of a physical science unit. We found evidence of student engagement in four systems thinking practices. Students used data produced by their models to investigate the landfill bottle system as a whole (Practice 1). Students identified agents and their relationships in the system (Practice 2). Students thought in levels, shuttling between the agent and aggregate levels (Practice 3). However, while students could think in levels to develop their models, they struggled to engage in this practice when presented with novel scenarios (e.g., open vs. closed system). Finally, students communicated information about the system using multiple modalities and less-than-perfect English (Practice 4). Overall, these findings suggest that integrating computational modeling into standards-aligned science instruction can provide a rich context for fostering systems thinking among linguistically diverse elementary students. |
| first_indexed | 2024-03-10T14:40:25Z |
| format | Article |
| id | doaj.art-e91bfe86c5d34dd5b4573889e3d46e72 |
| institution | Directory Open Access Journal |
| issn | 2079-8954 |
| language | English |
| last_indexed | 2024-03-10T14:40:25Z |
| publishDate | 2020-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Systems |
| spelling | doaj.art-e91bfe86c5d34dd5b4573889e3d46e722023-11-20T21:54:16ZengMDPI AGSystems2079-89542020-11-01844710.3390/systems8040047How Fifth-Grade English Learners Engage in Systems Thinking Using Computational ModelsAlison Haas0Scott E. Grapin1Daniel Wendel2Lorena Llosa3Okhee Lee4Teaching and Learning, New York University, New York, NY 10003, USATeaching and Learning, University of Miami, Coral Gables, FL 33124, USAScheller Teacher Education Program, Massachusetts Institute of Technology, Cambridge, MA 02139, USATeaching and Learning, New York University, New York, NY 10003, USATeaching and Learning, New York University, New York, NY 10003, USAThe purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part of a physical science unit. We found evidence of student engagement in four systems thinking practices. Students used data produced by their models to investigate the landfill bottle system as a whole (Practice 1). Students identified agents and their relationships in the system (Practice 2). Students thought in levels, shuttling between the agent and aggregate levels (Practice 3). However, while students could think in levels to develop their models, they struggled to engage in this practice when presented with novel scenarios (e.g., open vs. closed system). Finally, students communicated information about the system using multiple modalities and less-than-perfect English (Practice 4). Overall, these findings suggest that integrating computational modeling into standards-aligned science instruction can provide a rich context for fostering systems thinking among linguistically diverse elementary students.https://www.mdpi.com/2079-8954/8/4/47computational modelingsystems thinkingEnglish learners |
| spellingShingle | Alison Haas Scott E. Grapin Daniel Wendel Lorena Llosa Okhee Lee How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models Systems computational modeling systems thinking English learners |
| title | How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models |
| title_full | How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models |
| title_fullStr | How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models |
| title_full_unstemmed | How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models |
| title_short | How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models |
| title_sort | how fifth grade english learners engage in systems thinking using computational models |
| topic | computational modeling systems thinking English learners |
| url | https://www.mdpi.com/2079-8954/8/4/47 |
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