Abstract
This paper presents how a model-based inquiry approach can support the development of students’ conceptual understanding about prey–predator systems as well as their cognitive skills. To do so, we developed a sequence of activities which involved three cycles of scientific inquiry. The first cycle revolved around the playing of a role-playing game about a prey–predator system, while the second cycle involved the development and running of a model (i.e., a simulation) of the prey–predator system on a computer. The third cycle followed the enactment of the first two cycles and entailed comparing the role-playing game to the computer simulation, to identify differences in the modelling process and system dynamics applied in each of the first two cycles and to identify and discuss nature-of-science related issues within the context of the prey–predator system. The complete approach was designed for upper secondary students, but with some adaptations it can also be used for lower secondary education or even at the two last grades of primary school.
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Hovardas, T., Zacharia, Z. (2019). An Inquiry Based Approach to Explore System Dynamics and Modeling Aspects of the Prey–Predator System. In: Cai, Y., van Joolingen, W., Walker, Z. (eds) VR, Simulations and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-13-2844-2_9
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