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Digital Tools to Enable Collaborative Mathematical Modeling Online

  • Schönbrodt, Sarah [1] ; Wohak, Kirsten [1] ; Frank, Martin [1]
    1. [1] Karlsruhe Institute of Technology

      Karlsruhe Institute of Technology

      Stadtkreis Karlsruhe, Alemania

  • Localización: Modelling in Science Education and Learning, ISSN-e 1988-3145, Vol. 15, Nº. 1, 2022, págs. 151-174
  • Idioma: inglés
  • DOI: 10.4995/msel.2022.16269
  • Títulos paralelos:
    • Herramientas digitales para la modelización matemática colaborativa en lí­nea
  • Enlaces
  • Resumen
    • español

      Para facilitar las actividades de modelización colaborativa en línea, las herramientas digitales son esenciales. En este trabajo presentamos un concepto holístico y adaptable para el desarrollo y la implementación de actividades de modelización – que podría ser especialmente provechoso en tiempos de educación a distancia. El concepto se basa en dos herramientas digitales: Jupyter Notebooks y una plataforma de comunicación con videoconferencia. Realizamos este concepto en el contexto de dos tipos de actividades de modelización matemática: días de modelización guiada, en los que los alumnos trabajan con material de aprendizaje digital previamente preparado y desarrollado didácticamente, y semanas de modelización, en las que los alumnos trabajan en problemas abiertos de la investigación o de la industria de forma libre. Se presenta el uso de Jupyter Notebook en las actividades de modelización y se ilustra con el ejemplo de la optimización de una planta solar. Además, compartimos nuestras experiencias en actividades de modelización en línea con estudiantes de secundaria en Alemania.

    • English

      To enable collaborative modeling activities online digital tools are essential. In this paper we present a holistic and adaptable concept for the development and implementation of modeling activities – which could especially be fruitful in times of homeschooling and distance learning. The concept is based on two digital tools: Jupyter Notebooks and a communication platform with video conferences.We carried out this concept in the context of two types of modeling activities: guided modeling days, where the students work on previously prepared and didactically developed digital learning material, and modeling weeks, in which the students work on open problems from research and industry very freely. In this paper the usage of Jupyter Notebook in modeling activities is presented and illustrated with the example of the optimization of a solar power plant. On top, we share our experiences in online modeling activities with high-school students in Germany.

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