SodaConstructing Knowledge

Svarovsky, G. N. & Shaffer, D. W. (2007). SodaConstructing Knowledge through Exploratoids. Journal of Research in Science Teaching, 44, 133-153.

The paper describes a preliminary study about engineering design activities for K-12 students and the work on microworlds as learning tools. It focuses on design- build- test (DBT) cycle.
Based on Petroski’s argument that states children are born engineers, and the pedagogical praxis theory that suggests authentic recreations of professional practices for designing technology-based learning environments,  paper suggests that to understand the key concept in physics, children should design as engineers, not with physical materials, but with computer simulations, which are cheaper and faster to design, and safer. Since it is less time consuming, it increases the iterativity of the DBT cycles.

The experiment is done with SodaConstructor, a spring-mass modeling simulation.
Engineering design is of 3 stages
1) Conceptual, - brainstorming
2) Preliminary - alternatives are modeled and analyzed
3) Detailed - the selected alternative is gone through final design
The DBT cycle is an iterative process of:
1) develop and evaluate design alternatives
2) design a solution to the problem
3) build a prototype, test it
Learn by Design (LBD): iteratively messing around, whiteboarding

Microworlds
Simulations are of a computational microworld
Two key factors:
1)autoexpressivity: An autoexpressive microworld gives different responses (feedback) to a student’s actions depending on the extent to which the student is explicit about his or her intentions
2)expressivity, an affordance users experience when interacting with the tool. When the students explore the microworld, it is both meaningful and motivating for them , affording them a sense of a control.

Experiment:
2 workshops, 6 students from sixth grade, and 6 seventh grade, total of 10 male, 2 female, heterogeneous group .
SodaConstructor microworld: spring mass modeling system where students can design structures and test them against gravity.
Followed LBD curriculum:
- worked individually to design
- discuss their design within their team
- redefine & redesign
- choose best design
- whole group discussion
Data collection: Pre & Post-Interviews, Videotape during the workshop
Definition of center of mass were asked in both pre and post interviews, and the understanding of center of mass decreased after the workshop.
Students feedback about the SodaConstructor:
One student iterated through 19 DBT cycles to find the right design. The iterative process of rapid prototyping in an autoexpressive microworldmade it possible for him to incrementally develop scientific understanding.