Flocks, herds and schools: A distributed behavioral model
SIGGRAPH '87 Proceedings of the 14th annual conference on Computer graphics and interactive techniques
Hidden order: how adaptation builds complexity
Hidden order: how adaptation builds complexity
Growing artificial societies: social science from the bottom up
Growing artificial societies: social science from the bottom up
Swarm intelligence: from natural to artificial systems
Swarm intelligence: from natural to artificial systems
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
Hi-index | 0.00 |
We have been exploring the potential of agent-based modeling methodology for socialscience research and, specifically, for illuminating theoretical complementarities of cognitive and socio-constructivist conceptualizations of learning (e.g., Abrahamson & Wilensky, 2005a). The current study advances our research by applying our methodology to pedagogy research: we investigate individual and social factors underlying outcomes of implementing collaborative-inquiry classroom practice. Using bifocal modeling (Blikstein & Wilensky, 2006a), we juxtapose agent-based simulations of collaborative problem solving with real-classroom data of students' collaboration in a demographically diverse middle-school mathematics classroom (Abrahamson & Wilensky, 2005b). We validate the computer model by comparing outcomes from running the simulation with outcomes of the real intervention. Findings are that collaboration pedagogy emphasizing group performance may forsake individual learning, because stable division-of-labor patterns emerge due to utilitarian preference of short-term production over long-term learning (Axelrod, 1997). The study may inform professional development and pedagogical policy (see interactive applet: http://ccl.northwestern.edu/research/conferences/CSCL2007/CSCL2007.html).