Computers, modelling and meaningful learning in science and mathematics

Abstract

Scientific computation is an essential component for the development of knowledge in science and mathematics. However, the balance that exists in research between computation, experimentation and theory is still far from being adequately incorporated in the corresponding high school and undergraduate university curricula. In this article we discuss the theoretical rationale supporting the development of curricula and learning environments that integrate computational modelling, while balancing the different knowledge components of science and mathematics. We discuss the advantages of using Modellus as a central element of such modelling approach and illustrate with an interactive computational modelling activity in physics. We also report the results of the implementation of this approach in several undergraduate university courses.