Reasoning about crowd evacuations as emergent phenomena when using participatory computational models

How do students apply systems thinking to make sense of a computational model of crowd evacuation? We developed a participatory simulation in which users play the role of evacuees that move through a narrow passageway. This simulation demonstrates that when exceeding a certain speed, moving through narrow bottlenecks, is more likely to create clogs, leading to a slower passing rate. The participatory simulation was introduced in a lesson about school evacuation in a group of 9th graders. Their explanations of crowd evacuation, were compared to a similar group of 9th graders who learned the same ideas in a lecture without using the simulation. We found that using the simulation did not improve students’ system thinking about crowd evacuation compared to lecture-based instruction. About 80% of the students in both groups suggested partial/incomplete explanations of the inverse relationship between the desire to move faster as individuals and the opposite consequence of slower evacuation. Interviews with students revealed that some of them perceived the simulation scenario to be different from the organized and coordinated evacuation drills that they partook. Others, were engrossed in their own experiences as evacuees, that obscured their ability to relate the motion of individual evacuees and the overall evacuation rate of the crowd. In a second study, we examined whether prior learning of a different emergent process (spread of a disease) with a computational model, can prepare students for learning the counterintuitive phenomenon of crowd evacuation. We found that introducing a participatory simulation of the spread of a disease in a different group of 9th graders, increased their appreciation of the evacuation simulation as a learning tool, and consequently–their explanations. We conclude that computational models have the potential to enhance systems thinking, but their affordances depend on prior preparation for learning with other complex systems models

Evolution in students’ understanding of thermal physics with increasing complexity

We analyze the development in students’ understanding of fundamental principles in the context of learning a current interdisciplinary research topic—soft matter—that was adapted to the level of high school students. The topic was introduced in a program for interested 11th grade high school students majoring in chemistry and/or physics, in an off-school setting. Soft matter was presented in a gradual increase in the degree of complexity of the phenomena as well as in the level of the quantitative analysis. We describe the evolution in students’ use of fundamental thermodynamics principles to reason about phase separation—a phenomenon that is ubiquitous in soft matter. In particular, we examine the impact of the use of free energy analysis, a common approach in soft matter, on the understanding of the fundamental principles of thermodynamics. The study used diagnostic questions and classroom observations to gauge the student’s learning. In order to gain insight on the aspects that shape the understanding of the basic principles, we focus on the responses and explanations of two case-study students who represent two trends of evolution in conceptual understanding in the group. We analyze changes in the two case studies’ management of conceptual resources used in their analysis of phase separation, and suggest how their prior knowledge and epistemological framing (a combination of their personal tendencies and their prior exposure to different learning styles) affect their conceptual evolution. Finally, we propose strategies to improve the instruction of these concepts