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Characterizing students' arguments and explanations of a discipline‐based computational modeling activity
Author(s) -
Lyon Joseph A.,
Fennell Hayden W.,
Magana Alejandra J.
Publication year - 2020
Publication title -
computer applications in engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.478
H-Index - 29
eISSN - 1099-0542
pISSN - 1061-3773
DOI - 10.1002/cae.22256
Subject(s) - argumentation theory , rubric , computational model , computer science , computational complexity theory , mathematics education , management science , artificial intelligence , epistemology , mathematics , algorithm , engineering , philosophy
Computational modeling is an essential and growing topic of interest in engineering and STEM education, in general. In this paper, a case study of a course targeting first‐year materials science and engineering students is overviewed to investigate student arguments when explaining their implementation and understanding of their computational models. The presented study used argumentation to characterize the varied ways students interpreted and explained their computational models. Student solutions to a computational modeling activity were coded for argumentation characteristics and errors. The results indicate the various errors that were commonly found when students explained their computational models, as well as patterns of appropriate arguments. The analysis demonstrates the nature of the relationship between argumentation and the modeling processes. The use of an argumentation rubric demonstrates the usefulness of such assessment tools for computational modeling assignments.