@article{Brady2015,
	title = {Sandboxes for {Model}-{Based} {Inquiry}},
	volume = {24},
	issn = {15731839},
	url = {http://link.springer.com/article/10.1007/s10956-014-9506-8},
	doi = {10.1007/s10956-014-9506-8},
	abstract = {In this article, we introduce a class of constructionist learning{\textbackslash}nenvironments that we call Emergent Systems Sandboxes (ESSs), which have{\textbackslash}nserved as a centerpiece of our recent work in developing curriculum to{\textbackslash}nsupport scalable model-based learning in classroom settings. ESSs are a{\textbackslash}ncarefully specified form of virtual construction environment that{\textbackslash}nsupport students in creating, exploring, and sharing computational{\textbackslash}nmodels of dynamic systems that exhibit emergent phenomena. They provide{\textbackslash}nlearners with ``entity\{''\}-level construction primitives that reflect an{\textbackslash}nunderlying scientific model. These primitives can be directly{\textbackslash}n``painted\{''\} into a sandbox space, where they can then be combined,{\textbackslash}narranged, and manipulated to construct complex systems and explore the{\textbackslash}nemergent properties of those systems. We argue that ESSs offer a means{\textbackslash}nof addressing some of the key barriers to adopting rich, constructionist{\textbackslash}nmodel-based inquiry approaches in science classrooms at scale. Situating{\textbackslash}nthe ESS in a large-scale science modeling curriculum we are implementing{\textbackslash}nacross the USA, we describe how the unique ``entity-level\{''\} primitive{\textbackslash}ndesign of an ESS facilitates knowledge system refinement at both an{\textbackslash}nindividual and social level, we describe how it supports flexible{\textbackslash}nmodeling practices by providing both continuous and discrete modes of{\textbackslash}nexecutability, and we illustrate how it offers students a variety of{\textbackslash}nopportunities for validating their qualitative understandings of{\textbackslash}nemergent systems as they develop.},
	number = {2-3},
	urldate = {2014-07-21},
	journal = {Journal of Science Education and Technology},
	author = {Brady, C. and Holbert, N. and Soylu, F and Novak, M. and Wilensky, U.},
	year = {2015},
	keywords = {Agent-based modeling, Constructionism, Design, Scalability},
	pages = {265--286},
	file = {PDF:/home/fsoylu/Zotero/storage/99CFSHAR/Brady et al._2015_Sandboxes for Model-Based Inquiry.pdf:application/pdf},
}