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In a non-formal context, this paper proposes the construction of a science laboratory in school for the creation of informal learning privileged spaces. The need to promote scientific and technological education from the earliest years of education is undeniable, and the added value of alternative forms of education in the construction of knowledge is recognized by professionals and researchers in Education.
![netlogo traffic simulation netlogo traffic simulation](http://ccl.northwestern.edu/netlogo/models/models/Sample%20Models/Social%20Science/Traffic%202%20Lanes.png)
We present four extended episodes that characterize the nature of activity in the classroom and the development of students’ disciplined interpretations in terms of learning to recognize scientific patterns amid complex perceptual fields, and to represent them in ways that support sensemaking. We demonstrate how students’ disciplined interpretative moves help to position them as owners of their own design decisions and their rights to interpret the phenomena they were modeling, data collected from those phenomena, and the scientific and computational models themselves. We draw on literature from the history and philosophy of science in order to analyze the students’ interpretive actions as forms of epistemic and representational agency, constituting a construct we term disciplined interpretation. Cycles of measuring and modeling––including computer programming––helped to support classroom interactions that highlighted the interpretive nature of modeling and participation in model construction as a knowledge-building process. In this paper, we focus on how a group of fourth grade learners and their teacher engaged in interpretation in ways that align with core ideas and practices in kinematics and computing. Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process (e.g., Pickering 1995 Chandrasekharan and Nersessian 2017).
#NETLOGO TRAFFIC SIMULATION CODE#
The Java executable and the source code are available online at. A qualitative survey is also presented, showing its ability to adapt to a wide and heterogeneous audience.
#NETLOGO TRAFFIC SIMULATION SOFTWARE#
This multi-platform software has been used in middle schools, high schools and universities since 2010.
![netlogo traffic simulation netlogo traffic simulation](https://image.slidesharecdn.com/trafficsimulationquark-120401031612-phpapp01/95/traffic-simulation-using-netlogo-7-728.jpg)
It thus allows users to create in a simple way bottom-up models where unexpected behaviours can emerge from many interacting entities. Thanks to its specific graphical user interface guided by the multi-agent paradigm, this software does not need any prerequisite in computer programming. This chapter presents NetBioDyn, an original software aimed at biologists (students, teachers, researchers) to easily build and simulate complex biological mechanisms observed in multicellular and molecular systems. Multi-Agent Based Simulations (MABS) have proved to be an appropriate approach both in research and education when dealing with such systems including emergent, self-organizing phenomena. Modelling and teaching complex biological systems is a difficult process.