EvoBuild: A Quickstart Toolkit for Programming Agent-Based Models of Evolutionary Processes

• Published in: Journal of science education and technology Vol. 27; no. 2; pp. 131 - 146
• Main Authors: Wagh, Aditi, Wilensky, Uri
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Science+Business Media LLC 01.04.2018; Springer Netherlands; Springer; Springer Nature B.V
• Subjects: Agent-based models; Comparative Analysis; Computer Uses in Education; Costs; Education; Educational Technology; Elementary Secondary Education; Evolution; Exploration; Grade 7; Instructional Effectiveness; Learning; Learning Activities; Programming; Programming environments; Schools; Science Education; Science Instruction; Sciences education; Students; Evolution; Science education; Technology; Computer modeling
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-017-9713-1

Extensive research has shown that one of the benefits of programming to learn about scientific phenomena is that it facilitates learning about mechanisms underlying the phenomenon. However, using programming activities in classrooms is associated with costs such as requiring additional time to learn to program or students needing prior experience with programming. This paper presents a class of programming environments that we call quickstart: Environments with a negligible threshold for entry into programming and a modest ceiling. We posit that such environments can provide benefits of programming for learning without incurring associated costs for novice programmers. To make this claim, we present a design-based research study conducted to compare programming models of evolutionary processes with a quickstart toolkit with exploring pre-built models of the same processes. The study was conducted in six seventh grade science classes in two schools. Students in the programming condition used EvoBuild, a quickstart toolkit for programming agent-based models of evolutionary processes, to build their NetLogo models. Students in the exploration condition used pre-built NetLogo models. We demonstrate that although students came from a range of academic backgrounds without prior programming experience, and all students spent the same number of class periods on the activities including the time students took to learn programming in this environment, EvoBuild students showed greater learning about evolutionary mechanisms. We discuss the implications of this work for design research on programming environments in K-12 science education.