Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom.

摘要: This paper describes the work done by sixth grade students to achieve and sustain productive personally meaningful lines of inquiry with computational models. The capacity frame interactions tools as dialogic exchanges co-participants is a practice for disciplinary engagement in science thinking (Chandrasekharan Nersessian 2015; Dennet 1989; Latour 1993; Pickering 1995). We propose that models have unique affordances interaction because they are probabilistic iteratively executable, features provide an entry point adopt stances treat participants. Our analysis reveals existing patterns students’ social resources interacting flexibly In particular, we found treated participants three ways: (1) conversational peers, (2) co-constructors inquiry, (3) projections agency identity. data also demonstrate take on flexible, rather than fixed, toward These parallel scientists’ non-human entities, which often involve treating agentive (Latour 1999; 1995), affording pathway practices at intersection thinking.