Page 153 - Getting the Picture Modeling and Simulation in Secondary Computer Science Education

We characterized modeling and simulation from two perspectives: first, as a cyclic process with distinct stages derived from the mathematical modeling process and simulation modeling, and second, as a means to integrate computational thinking and science from the perspective of CS students who develop computational models and use them for scientific enquiry.
We have obtained an operationalization of the learning objectives for modeling and simulation in terms of an iterative process framework consisting of the following elements:
• stating the purpose of a model
• engaging in the research necessary to build the model
• performing abstraction to take into account only the relevant aspects
of the phenomenon under scrutiny
• formulating the problem in a way that allows the use a computer and
other tools to help solve it
• stating the requirements and specification
• implementing the model, i.e., programming it
• performing verification and validation of the implemented model
• using the implemented model to perform the experiment
• analyzing the data obtained from the experiment
• reflecting on the whole process.
This operational description of the learning objectives of Computational
Science provides a framework for the engagement in scientific practices through
the development and use of computational models. It brings modeling and
simulation within reach of secondary students: it characterizes modeling as 7 a cyclic process analogous to a mathematical modeling process, yet contrary
to it, the models produced are executable. In this sense it differs from existing operationalizations of modelling in scientific literature, which focus on the development of static models. So far, the research on modeling focused mostly on mathematics and there are common aspects recognized in mathematics as well. In mathematics, the development and use of models is also considered to be a cyclic process with distinguished stages: definition, conceptualization, formalization, execution and conclusion, and additionally, reflection (Overveld et al., 2015; Perrenet & Zwaneveld, 2012). Formalization and execution stages are considered to be a part of mathematical world and involve mathematical formalizations such as formulas and (differential) equations. In simulation
General Conclusions and Discussion
151