Dynamic modeling, the added value of simulating a representation

Nowadays, inquiry learning, in which learners construct knowledge based on information they collect from real life experiments or simulations, plays an increasing role in education. Inquiry learning holds the promise of learners constructing deeper rooted knowledge as well as acquiring an inquiry competency, being better prepared for dealing with new and unknown situations and collecting and using information to construct new knowledge. Within the field of inquiry learning a tendency arises towards supporting knowledge construction by learners in an explicit form. Modeling, which involves learners constructing and investigating dynamic models of systems, is seen as a powerful means of supporting the building of understanding of science domains. The models constructed by learners can be used to simulate behavior, so learners can see the effects of the models they create. The creation and manipulation of models by learners is increasingly recognized as a potentially powerful technique within constructive learning environments. Modeling requires coordination and integration of facts with scientific theory rather than a mere passive collection of facts and formulas (Hestenes, 1987). Because a model is a conceptual representation of a real system that behaves in accordance with physical laws, creating models will help learners to focus on conceptual reconstruction of reality and thus help constructing a unified and coherent view of science (Hestenes, 1987; Doerr, 1995). The model that the learner creates serves an expressive function, allowing the learner to make knowledge explicit and to communicate it with others, as well as a generative function, providing the learner with new data for further investigation. These new data are implicit in the model created by the learner, and can be revealed by simulation. Simulating a learners’ model confronts them with the consequences of the ideas expressed in a model and allows them to utilize their model in testing their hypotheses and generating predictions.