Turtles, termites, and traffic jams: explorations in massively parallel microworlds
Turtles, termites, and traffic jams: explorations in massively parallel microworlds
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The Madison 2200 project explored how participation in a technology-based learning environment modeled on authentic urban planning practices informed students' learning of ecology. Unlike complex modeling programs such as StarLogo (Resnick, 1994) and augmented reality environments (Feiner, 2002), the learning environment in this study is augmented by reality: as students engage with a computational microworld, their problem solving experiences are guided by real-world tools and practices. In this study, urban planning practices and technologies enhanced students' ability to determine a solution to a complex problem presented to them in a simulation. It was informed by the theory of pedagogical praxis which posits that modeling technology-based learning environments on tools used in professional practices enable youth to develop a deeper understanding of particular domains (Shaffer, 2003).