| Publisher | Northwestern University | ||
|---|---|---|---|
| Format | 2.9MB PDF | Date added | 15 Aug 2007 |
| Topics | Learning Management Systems, Methodology | ||
| Downloads | 3 | ||
The paper has been exploring the potential of agent-based modeling methodology for social-science research and, specifically, for illuminating theoretical complementarities of cognitive and socio-constructivist conceptualizations of learning. The current study advances the research by applying methodology to pedagogy research: It investigates individual and social factors underlying outcomes of implementing collaborative-inquiry classroom practice. Using bifocal modeling, the paper juxtaposes agent-based simulations of collaborative problem solving with real-classroom data of students' collaboration in a demographically diverse middle-school mathematics classroom. It validates the computer model by comparing outcomes from running the simulation with outcomes of the real intervention.
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