This is a descriptive case study investigating the use of two computer-based programming environments (CPEs), MicroWorlds™ Logo (MW) and Stagecast Creator™ (SC) for collaborative scientific modeling. The purpose of the study was to investigate and comparatively describe student approaches to scientific modeling through the use of textual or graphical program languages (PL). I analyzed student activities and conversations in two after-school clubs, one working with MW and the other with SC, using contextual inquiry, analysis of student conversation and artifact analysis. The findings suggest that student work with CPEs differed between different PL. Students used SC to create games (focusing on the overall story) whereas MW students used MW through a frame of formal programming. Programming in SC was much easier than MW, whereas reading code in MW was more tangible. Findings suggest that differences in student approaches to scientific modeling through programming need to be considered by educators seeking to engage students in such activities and software developers seeking to develop CPEs for young learners.

In this poster, I present findings from a descriptive case study investigating the use of two computer-based programming environments (CPEs), Microworlds™ Logo (MW) and Stagecast Creator™ (SC) as tools for collaborative fifth grade modeling in science. Findings include descriptions and comparisons of the ways that the students in this study used CPEs as scientific modeling tools and what particular characteristics of MW and SC were supportive or not for collaborative modeling.There is a longstanding interest in using models and modeling as learning tools in science (see Louca et al, 2003 for a review). The process of writing a computer program to simulate a natural system is similar to the process of developing a scientific model. This study was based on the idea that CPEs can be used by students who write programs as representations of natural phenomena.