NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED456152
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Emergent Entities and Emergent Processes: Constructing Emergence through Multi-Agent Programming.
Wilensky, Uri
The use of programming language was studied in an eighth grade science classroom. The goal of the EMERGE curriculum is to enable students to understand the global patterns that they observe. EMERGE was used in an eighth-grade classroom of 12 students, with a range of abilities (3 had learning disabilities), in 21 sessions over 3 months. For the project, the teacher and project staff developed a unit using StarLogo/T and NetLogo as representational tools to focus on the ideas of complexity, parallel processes, and emergent phenomena. Several vignettes are presented to illustrate the implementation of the EMERGE curriculum and the students' use of the programming language. The study findings show that all the students were able to progress in a relatively short time from building simple multi-agent models to more sophisticated models that engaged the class in extended inquiry activities. Their sophistication in describing emergent phenomena, levels of organization and description, randomness and variability, and traditional population dynamics showed marked gains. It appears that learning the programming language together with the subject matter was easier than learning either alone. (Contains 18 references and 4 figures.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; National Academy of Education, Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: N/A