This document discusses using drawings and simulations to support model-based scientific reasoning. It argues that modeling is a key part of the scientific process and learning science. An experimental study is described that had children draw and simulate the solar system using a drawing-based modeling software called SimSketch. The study found that drawing static elements was easier than dynamic processes, and older children scored better on their models. Modeling scores also correlated with gains in solar system knowledge from pre- to post-test. However, younger children and girls showed the greatest knowledge increases. Overall, the results suggest drawing-based modeling is accessible for children and relates to improved understanding, but more research is still needed.

1. Supporting model-based reasoning using
drawings and simulation
Wouter van Joolingen
University of Twente

2. •Science is both experimental and
theoretical.
•For learning science one should DO
science
•Science is in the process as much as it
is in the product
View on science
learning

3. Number of people in this room
Time from start
People coming in
People going out
Fame of speaker
Quality of presentation
Quality of Weather
+
-
+
-
+
Models

4. Number of people in this room
Time of day
People coming in
People going out
Fame of speaker
Quality of presentation
Quality of Weather
+
-
+
-
• Creating a model of a system that is:
• Explicit and external
• A reasoning tool
• Executable
• How does this fit in the learning process of scientific
inquiry?
Modeling !?

5. • Modeling is a scientific activity
• Learn about science and its nature
• Models to make sense of the world
• Modeling is learning activity
• Understanding complex systems
• Understand scientific content
• Facilitate reasoning processes
Why?

6. Model-based reasoning
(Nersessian, Giere)
• Inquiry and discovery rely on the
construction of models
• Visual and analogical modelling
• Mental simulations
• Requires creative and constructive activities

7. modelling takes many forms

8. Kekulé
Building structure for
Benzene
Problem with the bonds &
spatial structure
It came in a dream

9. Kekule
• Using visual/spatial representations
• With well defined constraints
• Valence
• External properties of benzene

10. Constructing models
• Adding/changing/removing elements
• Check interactions
• Check internal consistency
• Check correspondence
• Do we still predict what we already could?
• Validation
• Check by new experiments or observation
• Mental simulation

11. Mental simulation

12. Mental simulation
• Reason through the properties of the
model
• Using time, structures and properties
• Realise implications and limitations of the
model

13. Inquiry and modeling
• Inquiry is model-based
• Experiments are not the only source of
evidence
• Construction
• Mental simulation

14. Drawing-based
modelling
Drawing with a plus
and with constraints
Drawing model
elements
Identify objects
Specify behaviour
Simulate and revise

15. Research program
•What information can we extract
from drawings?
•Drawing software to model, how
does that work?

16. Understanding drawings
With Wout Kenbeek

17. How to interpret

18. Working method
• Score
• Objects
• Processes
• Annotations
• Finding patterns
• Factor analysis
• Interpretation
67 drawings on
heat and radiation
9th grade students
based on given text

19. Scores

20. Result

21. Interpretation
• Patterns?
• Meaning?
• => Factor Analysis
• http://content.vanjoolingen.nl/drawings/drawings.html

22. Conclusion
• Making sense of drawings is possible
• Reveals internal models of students
• Caution should be taken
• Drawing as a first step to modeling

23. Supporting
Construction
Draw
elements
Identify
Associate
behavior

24. Supporting mental
simulation
• Use animation and computer simulation as
augmentation for mental simulation
• Providing support for “untraceable”
situations.

25. Mars retrograde
movement

26. Explain like this or ..

27. Changing perspective
QuickTime™ en een
H.264-decompressor
zijn vereist om deze afbeelding weer te geven.

28. Emergence
• Phenomena may become untraceable when
there are many objects.
• New phenomena may emerge from the
collective interactions

29. Traffic jams
QuickTime™ en een
-decompressor
zijn vereist om deze afbeelding weer te geven.

30. An experimental study among children in the SimSketch learning environment
with Annika Aukes, & Hannie Gijlers
The Use of a Drawing-based Simulation for Modeling
the Solar System

31. Participants
• 288 participants recruited in Science Center NEMO
• 39 omitted from data analysis
• total of 249 participants
• 128 girls and 121 boys
• 7 to 18 year old children
Method

32. The Use of a Drawing-based Simulation for
Modeling the Solar System
31

33. • Domain knowledge test
• Pre- and posttest design
• Modeling assignment
• First task: Draw Solar System (Sun, Earth, Moon, one other
planet)
• Second task: Draw Solar Eclipse
• Feedback
• Motivational items (Likert scale)
• Software attitude (Semantic differential)
Method

34. Elements drawn
n=235

35. N Max. score Mean (SD)
Score Total Model 235 14 7.25 (3.317)
Score Solar System 235 9 5.38 (2.303)
Score Solar Eclipse 235 5 1.87 (1.447)
Results

36. Total Model:
Differences between 7-9 years (M=6.72) and >12 years (M=8.21)
Differences between 10-11 years (M= 6.93) and >12 years (M=8.21)
Solar Eclipse:
Differences between 7-9 years (M=1.67) and >12 years (M=2.31)
Differences between 10-11 years (M=1.69) and >12 years (M=2.31)
 Children >12 years scored better on their solar eclipse and their
total model
Results

37. Pre-post differences

38. Knowledge acquisition
• Pre- & posttest differed significantly
• The knowledge concerning the solar system was higher in
the posttest.
• Greatest differences in 7-9 years and girls
Partial correlation:
• The score of modeling had a moderated correlation with
the posttest (r (222) = .286, p = .005) after correction for
pretest
Results

39. •Motivation
•Perceived competence:
• Difference between 7-9 years (M= 3.05) and >12 years (M= 2.71)
•Valuing:
• No significant differences
•Attitude software:
• Generally positive rates (M=3.23)
• For 85% it was the first time working with SimSketch
• For 72% rated SimSketch as a valuable program
Results

40. • Drawing static elements is easier than displaying dynamic processes
• Older children (>12 years) are better in modeling
• Knowledge acquisition is higher in young children (7-9 years) and girls
• However, ceiling effect in older children
• Model score relates to knowledge acquisition
• Young children have a higher perceived competence
• Tendency that young children have higher valuing
Conclusion & discussion

41. Overall conclusion
• Drawing-based modeling
• Accessible to young kids
• Based on interpretation of drawings
• Work to do!
• Integration
• Extending the tools
• Studies into processes and effects of modelling

42. Open Questions
• How to measure modelling performance?
• Result and/or process
• Lasting results of modelling with SimSketch?
• E.g. visual reasoning,
• How to integrate inquiry/modelling in the
science curriculum?

43. Thank you
w.r.vanjoolingen@utwente.nl
@woutervj
modeldrawing.eu