329 28 Modeling Technologies Roy B. Clariana Pennsylvania State Great Valley, Malvern, Pennsylvania Johannes Strobel Concordia University, Montreal, Quebec, Canada CONTENTS Conceptual Framework of Modeling Technologies........................................................................................................ 330 Terms in Context ................................................................................................................................................... 330 The Relationship between What Is Modeled and the Model ............................................................................... 330 Dynamic Modeling Tools ................................................................................................................................................ 331 Classifications of Dynamic Modeling Tools with Examples................................................................................ 331 Model-Exploration vs. Model-Building Tools ............................................................................................ 331 Unit of Modeling ......................................................................................................................................... 334 Purpose/Domain-Specific vs. Generic Tools ............................................................................................... 334 Modeling Technologies That Combine Software and Hardware (Robotic-Controlled Devices) ............... 334 Stand-Alone vs. Collaborative Tool vs. Model Embedded in a Larger Learning Environment ................ 335 Embedded Teaching or Learning Support Structures within the Tool ....................................................... 335 Different Modeling Languages or Building Blocks .................................................................................... 335 Summary ................................................................................................................................................................ 336 Dynamic Modeling in the Classroom............................................................................................................................. 336 Complexity and Ill-Structuredness of the Modeling Task .................................................................................... 336 Amount of Domain Content ........................................................................................................................ 336 Granularity of the Model ............................................................................................................................. 337 Level of Abstractness of the Model Representation ................................................................................... 337 Interface of the Modeling Technology ........................................................................................................ 338 Output of the Model .................................................................................................................................... 339 The Role of Individual Differences....................................................................................................................... 339 Scaffolding and Guidance during Model Building ............................................................................................... 340 Design and Research Issues ............................................................................................................................................ 340 References ....................................................................................................................................................................... 342