Emile: Software-realized scaffolding for science learners programming in mixed media.

Abstract

Emile is a computer program that facilitates students using programming to create models of kinematics (physics of motion without forces) and executing these models as simulations. Emile facilitates student programming and model-building with software-realized scaffolding (SRS). Emile integrates a range of SRS and provides mechanisms to fade (or diminish) most scaffolding. By fading Emile's SRS, students can adapt support to their individual needs. Programming in Emile involves graphic and text elements (as compared with more traditional text-based programming). For example, students create graphical objects which can be dragged on the screen, and when dropped, fall as if in a gravitational field. Emile supports a simplified, HyperCard-like mixed media programming framework. Scaffolding is defined as support which enables student performance (called the immediate benefit of scaffolding) and which facilitates student learning (called the lasting benefit of scaffolding). Scaffolding provides this support through three methods: Modeling, coaching, and eliciting articulation. For example, Emile has tools to structure the programming task (modeling), menus identify the next step in the programming and model-building process (coaching), and prompts for student plans and predictions (eliciting articulation). Five students used Emile in a summer workshop (45 hours total) focusing on creating kinematics simulations and multimedia demonstrations. Evaluation of Emile's scaffolding addressed use of scaffolding and the expected immediate and lasting benefits. Emile created records of student interactions (log files) which were analyzed to determine how students used Emile's SRS and how they faded that scaffolding. Student projects and articulations about those projects were analyzed to assess success of student's model-building and programming activities. Clinical interviews were conducted before and after the workshop to determine students' conceptualizations of kinematics and programming and how they changed. The results indicate that students were successful at model-building and programming, learned physics and programming, and used and faded Emile's scaffolding over time. These results are from a small sample who were self-selected and highly-motivated. Nonetheless, this study provides a theory and operationalization for SRS, an example of a successful model-building environment, and a description of student use of mixed media programming.