Learning through Computer Model Improvisations

• Published in: Science, Technology, & Human Values Vol. 38; no. 5; pp. 678 - 700
• Main Authors: Landström, Catharina, Whatmore, Sarah J., Lane, Stuart N.
• Format: Journal Article Book Review
• Language: English
• Published: Los Angeles, CA Sage Publications 01.09.2013; SAGE Publications; SAGE PUBLICATIONS, INC
• Subjects: Computer based modeling; Computer modeling; Computer simulation; Computer Software; England; Environmental problems; Flood control; Floods; Human ecology and demography; Hydrological modeling; Knowledge; Learning; Management; Mathematical models; Modeling; Philosophy; Risk; Risk management; Simulation techniques; Simulations; Sociology; Sociology of knowledge and ethics; Sociology of knowledge and sociology of culture; Sociology of science; Software; Traditional science; Universities; Valuation; England; British Isles, England; expertise; environmental practices; computer modeling; Learning; Flood; Environment; Computerized simulation; Risk management; Modeling; Expertise
• ISSN: 0162-2439; 1552-8251
• DOI: 10.1177/0162243913485450

It has been convincingly argued that computer simulation modeling differs from traditional science. If we understand simulation modeling as a new way of doing science, the manner in which scientists learn about the world through models must also be considered differently. This article examines how researchers learn about environmental processes through computer simulation modeling. Suggesting a conceptual framework anchored in a performative philosophical approach, we examine two modeling projects undertaken by research teams in England, both aiming to inform flood risk management. One of the modeling teams operated in the research wing of a consultancy firm, the other were university scientists taking part in an interdisciplinary project experimenting with public engagement. We found that in the first context the use of standardized software was critical to the process of improvisation, the obstacles emerging in the process concerned data and were resolved through exploiting affordances for generating, organizing, and combining scientific information in new ways. In the second context, an environmental competency group, obstacles were related to the computer program and affordances emerged in the combination of experience-based knowledge with the scientists' skill enabling a reconfiguration of the mathematical structure of the model, allowing the group to learn about local flooding.