Page 158 - Getting the Picture Modeling and Simulation in Secondary Computer Science Education

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Chapter 7
technical aspects of developing and using models were of prime concern, while the use of models for scientific inquiry remained limited to providing a context where the models were developed. In that sense, our approach differs from the one described in many existing studies. These studies described students constructing (computational) models where the disciplinary content of the application domain was of principal interest. The (computational) aspects of the model construction played a secondary, supportive role as a means to reach that goal — cf. Basu et al. (2016), Bielik et al. (2021), Eraslan & Kant (2015), Maaß (2006) and Sins et al., (2005). Contrary to that approach, we focus specifically on the embedding of computational modeling into application domain from the point of view of computer science. The approach of Sins et al., (2005) is illustrative for this difference. In their study, in the context of a physics course, the students were given a partial computational model and empirical data for a particular phenomenon, and were then asked to finish that model. In our studies, on the contrary, students were given open questions and asked to answer them through the construction and use of computation models through the steps defined in our framework. To illustrate this point, we draw on an example from our third study which focused on the assessment instrument (see chapter 5). Several student groups were answering the question whether sustainable human life was possible on Mars. While the models produced differed greatly, however, all of the students’ answers could possibly have been considered to be correct despite their variations. Indeed, since our approach emphasizes the technical aspects of developing and using models, our findings are independent of any specific application domain.
7.2.3 Assessment (RQ3)
In our third study (chapter 5), we focused on assessment — Magnusson’s component M4 — in order to answer our third research question: What are characteristics of a valid and reliable assessment instrument for Computational Science?
In that study, we focused on the assessment instrument which we developed along with our teaching materials. The instrument has the form of a practical assignment with the accompanying grading rubrics. The assignment follows closely our framework for the engagement in scientific practices through the development and use of computational models. It contains a series of questions and tasks which guide the students through the whole process: to explain the purpose of the model (i.e., to state the research question) and to perform any