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Barab Sasha, Hay Kenneth E., Barnett Michael & Keating Thomas (2000). « Virtual solar system project: Building understanding through model building ». Journal of Research in Science Teaching, vol. 37, n° 7, p. 719–756. En ligne : <http://onlinelibrary.wi ... 6%3E3.0.CO;2-V/abstract>. 
Added by: orey (06 Feb 2013 23:04:10 Europe/Paris)   Last edited by: orey (03 Sep 2013 10:30:58 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Barab2000
Categories: Apprentissages et psychologie
Subcategories: Apprentissage par projet
Keywords: apprentissage par projet, ressources pédagogiques, sciences, TIC
Creators: Barab, Barnett, Hay, Keating
Collection: Journal of Research in Science Teaching
Views: 428/1085
Views index: 29%
Popularity index: 7.25%
URLs     http://onlinelibra ... .0.CO;2-V/abstract
Abstract     
In this manuscript we describe our introductory astronomy course for undergraduate students in which students use three-dimensional (3-D) modeling tools to model the solar system and, in the process, develop rich understandings of astronomical phenomena. Consistent with our participatory pedagogical framework, it was our intention to establish a context that supported students in carrying out scientific inquiry using virtual models they developed. The progression of our thinking and the course curriculum has been grounded in a series of "design experiments,'' in which we develop entire courses, do research, and cycle what we are learning into the next iteration of the course. In this manuscript, we use field notes, portions of case studies, interview data, artifact analysis, and excerpts from previous manuscripts to situate the reader in the actual happenings of the course. Focusing primarily on the dynamics of the earth-moon-sun system, we illustrate the modeling process and how learning evolved in this context. In general, we found that 3-D modeling can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena. Additionally, we found the design experiment approach to be a useful strategy for supporting course design that was both theoretically and empirically grounded.
  
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