Using
Collaborative Agent-based Modeling to Explore Complex
Phenomena in Pre- and In-service Teacher Education
Anthony J. Petrosino, Maximilian K. Sherard, Jason R. Harron, Mica Kohl, and Uri Wilensky
Introduction
Teaching and learning about complex physical and social systems are important for
preparing learners for life in the 21st century. However, Grotzer and Tutwiler (2014)
explain that reasoning about these systems can be difficult when heuristic driven
cognition “can derail an ability to discern and understand these complex causal
features” (p. 97). Recent research shows that agent-based computer simulations
have been used individually with students to promote learner’s understanding of
complex systems (Rates, Mulvey, & Feldon 2016). Despite classrooms being group-
situated experiences; instruction typically engages only the individual by following
the initiation - response - feedback (IRF) sequence (Wells, 1993).
For classrooms to engage in more socially mediated and generative teaching and
learning about complex physical and social systems, instructors must design
situations for groups of students to construct relations between stored knowledge,
experience, and new information (Wittrock, 1991). Using the taxonomy of
generative design provided by Stroup, Ares, and Hurford (2004) scientific modeling
allows learners to engage in generative learning with the help of agent-based
models deployed using the Group-based Cloud Computing (GbCC) web-based
platform (Petrosino, Stroup, Harron, & Sherard, 2017).
GbCC is an agent-based modeling program, powered by NetLogo Web, that allows
learners to work collaboratively to participate in, author, and share models. Models
developed in NetLogo Web (Wilensky, 1999) cover a range of domain content
including, but not limited to: disease transmission, population dynamics, physical
phenomena, and social stratification. This study is interested using the GbCC models
with pre- and in-service teachers to uncover how current or future instructors
engage with group-based computer simulations (Wilensky, 1997). The GbCC
platform is a powerful computational tool; however, “powerful technological tools,
in the absence of powerful pedagogy, detract from rather than contribute to
learning” (Philip & Garcia, 2013, p. 313). With this insight in mind, the goal of this
poster proposal is to:
1. Characterize pre- and in-service teacher participation with GbCC models;
2. build capacity of pre-service and in-service teachers to work with and use GbCC platform provides. Eight pre-service teachers enrolled in a PBI course had the
GbCC models to facilitate socially mediated forms of classroom activity with opportunity to collaboratively explore the GbCC Wolf-sheep Predation model (Wilensky, 1997)
complex systems; and,
3. Develop a sequence of GbCC models related to tri-trophic cascades with shared their outcomes with peers who have the ability to replicate their peer’s model with the
comments in the code to scaffold user’s ability to modify existing - or author same variables. Pre-service teachers worked in groups to practice using and sharing models,
new – models.
Methods
Consistent with the goals of characterizing participation while building pre- and in-
service teacher capacity for pursuing more fully socially mediated approaches to
learning about complex physical and social systems, this research uses design-based
implementation research (Fishman, Penuel, Allen, Cheng, & Sabelli, 2013). In this
first cycle of research; the two groups of participants are (1) one in-service teacher,
teaching fifth and sixth grade science, and (2) eight pre-service teachers enrolled in
a project-based inquiry undergraduate course. Each group experienced a unique
intervention experience with a GbCC model designed specifically for the needs of
the in-service or pre-service teachers. Data was collected from the in-service teacher
in the form of self-reported open-ended questionnaire and classroom documents
produced during the GbCC intervention. Audio and video data were collected from
the pre-service teachers throughout engagement with the GbCC models.
We gratefully acknowledge the support of the
National Science Foundation for the Collaborative
Research: Group-Based Cloud Computing for STEM
Education Project
NSF Grant Number: DRL 1615207
RFP: NSF-15-599
Innovative Technology Experiences for Students
and Teachers.
In-service Teachers
Situated in a southern state whose standards are based on Next Generation Science Standards
(NGSS) students are required learn about food webs, species interactions, and the negative
impact of human actions (NGSS Lead States, 2013). The standards, however, fail to capture the
emergent and complex nature of ecosystem dynamics. To address this failure, a 4-lesson
ecology unit using the GbCC Wolf-sheep Predation model (Wilensky, 1997) was generated and
implemented with one middle school science teachers. Upwards of 200 students were able to
explore the complex story of how the presence of wolves generates a cascade of effects which
influence plant and river patterns in Yellowstone National Park.
Modeling supported student learning by allowing for
collaborative exploration of how multiple species’
population sizes vary depending on initial population
values and predation or herbivory. Students culminated
the project by using their models to generate and
defend arguments for implementing wolf conservation
plans in Yellowstone National Park and the state of
Wyoming.
Conversations were scheduled with the teacher ECOSYSTEM ENGINEERS
throughout the 4-lesson unit to troubleshoot use of the HOW WOLVES CHANGE RIVERS – STUDENT
models as well as discuss challenges and successes of
A GROUP - BASED CLOUD COMPUTING PROJECT
the lessons. At the end of the unit, an interview was THE UNIVERSITY OF TEXAS AT AUSTIN
conducted with the teacher regarding their experience
teaching and planning with the GbCC Models.
Conversations and interviews with the teacher led to
Figure 1 – Concept Map of Yellowstone Trophic Cascade
the creation of three sequential GbCC Models to
continue the content story line. Comments were placed in the code to scaffold users’ ability to
modify existing code to increase the authorable nature of GbCC Models.
Pre-service Teachers
An undergraduate teacher preparation program was chosen for pre-service teachers to
explore GbCC Models in a Project-based instruction (PBI) course. PBI pedagogy can be used to
address the learning design potential of the highly interactive, group-based functionality the
after having completed a 3-day teaching experience at a partner school. Pre-service teachers
and discuss alignment with the tenets of project-based instruction.
After analyzing the interactions of pre-service teachers with the model, we found that
Figure 2 – Wolf-Elk-Aspen Model
participants initial changes focused on modifying values of the sliders and toggles. Participants
did not share to the class gallery until explicitly directed. For example, once the first student
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Next Steps
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annual convention of the American Society of Engineering Education, Columbus, OH.
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