Embodying mathematics and science: Microworlds as representations |
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| Institution: | 1. Respiratory Medicines Development Center, GlaxoSmithKline, Research Triangle Park, NC, 27709-3398, USA;2. Clinical Pharmacology Modelling and Simulation, RD Projects Clinical Platforms & Sciences, GlaxoSmithKline, Uxbridge, Middlesex, UB11 1BT, UK;3. Clinical Research Institute of Southern Oregon, PC, Medford, OR, 97504, USA;1. Key Laboratory of the Three Gorges Reservoir Region’s Eco-Environment, Ministry of Education, Chongqing University, Chongqing 400045, China;2. Chongqing University Cancer Hospital, Chongqing 400040, China;3. The Faculty of Urban Construction and Environmental Engineering, Chongqing University, Chongqing 400045, China |
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| Abstract: | This paper examines the category of open-ended exploratory computer environments that have been labeled “microworlds.” The paper reviews the ways in which the term “microworld” has been used in the mathematics and science education communities, and analyzes examples of specific computer microworlds. Two definitions of microworld are proposed: a structural definition that focuses on design elements shared by the environments, and a functional definition that highlights commonalties in how students learn with microworlds. In the final section of the paper, the notion that computer microworlds can be said to “embody” mathematical or scientific ideas is addressed, within the context of a re-evaluation of the general concept of representation. |
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