Uri Wilensky
Dados Biográficos
| ID | 3463117 |
|---|---|
| NOME | Uri Wilensky |
| PRENOMES | Uri |
| SOBRENOME | Wilensky |
| ASSINATURA | WILENSKY U |
| AFILIAÇÕES | Northwestern University |
| ORCID | 0000-0001-9591-3109 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 37 |
| OBRAS COMO AUTOR | 16 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Computational models as tools for supporting responsive teaching
It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyse an 8th grade science teacher’s facilitation of a class discussion near the en…
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because providing students with an environment in which they are able to fully engage and participate in science a…
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study
Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to c…
Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena
Constructionist co‐design
This paper reports on the first iteration of the Computational Thinking Summer Institute, a month‐long programme in which high school teachers co‐designed computationally enhanced mathematics and science curricula with researchers. The co‐design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways …
Leveraging Modularity During Replication of High-Fidelity Models
High-fidelity models are increasingly used to predict, and guide decision making. Prior work has emphasized the importance of replication in ensuring reliable modeling, and has yielded important replication strategies. However, this work is based on relatively simple theory generating models, and its lessons might not translate to high-fidelity models used for decision support. Using NetLogo we replicate a recently published high-fidelity model e…
Implementation Research Methodologies for Achieving Scientific Equity and Health Equity
Implementation science has great potential to improve the health of communities and individuals who are not achieving health equity. However, implementation science can exacerbate health disparities if its use is biased toward entities that already have the highest capacities for delivering evidence-based interventions. In this article, we examine several methodologic approaches for conducting implementation research to advance equity both in our…
Defining Computational Thinking for Mathematics and Science Classrooms
The Currents Beneath the “Rising Tide” of School Choice
Existing research highlights that families face geographic, social, and psychological constraints that may limit the extent to which competition can take hold in school choice programs. In this paper, we address the implications of such findings by creating a network of student flows from 11 cohorts of eighth-grade students in the Chicago Public Schools (CPS). We applied a custom algorithm to group together schools with similar sending and receiv…
Modeling the Transition to Public School Choice
We develop an agent-based model that captures the dynamic processes related to moving from an educational system in which students are automatically assigned to a neighborhood school to one that gives households more choice among existing and newly formed public schools. Analysis of our model reveals the importance of considering the timing of the entrance of new schools into the system in addition to their quantity and quality. Our model further…
Thinking Like a Wolf, a Sheep, or a Firefly
Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We describe a computation-based approach that enables students to investigate the connections between diff…
Complex Systems in Education
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in these fields as well as to professionals, policymakers, and citizens who must deal with challenging social and global problems in the 21st century. The main goals of this article are to (a) argue for the …
Thinking in Levels
All Roads Lead to Computing
Computer science (CS) is becoming an increasingly diverse domain. This paper reports on an initiative designed to introduce underrepresented populations to computing using an eclectic, multifaceted approach. As part of a yearlong computing course, students engage in Maker activities, participatory simulations, and computing projects that foreground the social and collaborative aspects of CS. Collectively, these activities are designed to introduc…
LevelSpace
Multi-Level Agent-Based Modeling (ML-ABM) has been receiving increasing attention in recent years. In this paper we present LevelSpace, an extension that allows modelers to easily build ML-ABMs in the popular and widely used NetLogo language. We present the LevelSpace framework and its associated programming primitives. Based on three common use-cases of ML-ABM coupling of heterogenous models, dynamic adaptation of detail, and cross-level interac…
Social and Task Interdependencies in the Street-Level Implementation of Innovation
Organizations often adopt, though do not always successfully implement, innovations that require widespread frontline participation to realize their full benefits. To better understand the mechanisms that support or inhibit the implementation of such innovations, we apply constructs from organizational learning theory to the case of implementing innovation in schools, and operationalize those constructs in a computational, agent-based model. Mode…
Complex Systems in Education
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in these fields as well as to professionals, policymakers, and citizens who must deal with challenging social and global problems in the 21st century. The main goals of this article are to (a) argue for the …
The Currents Beneath the “Rising Tide” of School Choice
Existing research highlights that families face geographic, social, and psychological constraints that may limit the extent to which competition can take hold in school choice programs. In this paper, we address the implications of such findings by creating a network of student flows from 11 cohorts of eighth-grade students in the Chicago Public Schools (CPS). We applied a custom algorithm to group together schools with similar sending and receiv…
Social and Task Interdependencies in the Street-Level Implementation of Innovation
Organizations often adopt, though do not always successfully implement, innovations that require widespread frontline participation to realize their full benefits. To better understand the mechanisms that support or inhibit the implementation of such innovations, we apply constructs from organizational learning theory to the case of implementing innovation in schools, and operationalize those constructs in a computational, agent-based model. Mode…
Thinking in Levels
Thinking Like a Wolf, a Sheep, or a Firefly
Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We describe a computation-based approach that enables students to investigate the connections between diff…
Complex Systems in Education
The multidisciplinary study of complex systems in the physical and social sciences over the past quarter of a century has led to the articulation of important new conceptual perspectives and methodologies that are of value both to researchers in these fields as well as to professionals, policymakers, and citizens who must deal with challenging social and global problems in the 21st century. The main goals of this article are to (a) argue for the …
Modeling the Transition to Public School Choice
We develop an agent-based model that captures the dynamic processes related to moving from an educational system in which students are automatically assigned to a neighborhood school to one that gives households more choice among existing and newly formed public schools. Analysis of our model reveals the importance of considering the timing of the entrance of new schools into the system in addition to their quantity and quality. Our model further…
The Currents Beneath the “Rising Tide” of School Choice
Existing research highlights that families face geographic, social, and psychological constraints that may limit the extent to which competition can take hold in school choice programs. In this paper, we address the implications of such findings by creating a network of student flows from 11 cohorts of eighth-grade students in the Chicago Public Schools (CPS). We applied a custom algorithm to group together schools with similar sending and receiv…
Defining Computational Thinking for Mathematics and Science Classrooms
Implementation Research Methodologies for Achieving Scientific Equity and Health Equity
Implementation science has great potential to improve the health of communities and individuals who are not achieving health equity. However, implementation science can exacerbate health disparities if its use is biased toward entities that already have the highest capacities for delivering evidence-based interventions. In this article, we examine several methodologic approaches for conducting implementation research to advance equity both in our…
Leveraging Modularity During Replication of High-Fidelity Models
High-fidelity models are increasingly used to predict, and guide decision making. Prior work has emphasized the importance of replication in ensuring reliable modeling, and has yielded important replication strategies. However, this work is based on relatively simple theory generating models, and its lessons might not translate to high-fidelity models used for decision support. Using NetLogo we replicate a recently published high-fidelity model e…
Constructionist co‐design
This paper reports on the first iteration of the Computational Thinking Summer Institute, a month‐long programme in which high school teachers co‐designed computationally enhanced mathematics and science curricula with researchers. The co‐design process itself was a constructionist learning experience for teachers resulting in constructionist curricula to be used in their own classrooms. We present three case studies to illustrate different ways …
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study
Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to c…
Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena
Computational models as tools for supporting responsive teaching
It is widely agreed that science instruction should help students build new knowledge on the foundation of their prior knowledge. Responsive teaching refers to a family of teaching strategies that pursue and build on student ideas. We introduce a particular approach to responsive teaching and examine how it can be supported by the use of computational models. We analyse an 8th grade science teacher’s facilitation of a class discussion near the en…
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson
Increasing access to computational ideas and practices is one important reason to integrate computational thinking (CT) in science classrooms. While integrating CT into science classrooms broadens exposure to computing, it may not be enough to ensure equitable participation in the science classroom. Equitable participation is crucial because providing students with an environment in which they are able to fully engage and participate in science a…
All Roads Lead to Computing
Computer science (CS) is becoming an increasingly diverse domain. This paper reports on an initiative designed to introduce underrepresented populations to computing using an eclectic, multifaceted approach. As part of a yearlong computing course, students engage in Maker activities, participatory simulations, and computing projects that foreground the social and collaborative aspects of CS. Collectively, these activities are designed to introduc…
LevelSpace
Multi-Level Agent-Based Modeling (ML-ABM) has been receiving increasing attention in recent years. In this paper we present LevelSpace, an extension that allows modelers to easily build ML-ABMs in the popular and widely used NetLogo language. We present the LevelSpace framework and its associated programming primitives. Based on three common use-cases of ML-ABM coupling of heterogenous models, dynamic adaptation of detail, and cross-level interac…
Social and Task Interdependencies in the Street-Level Implementation of Innovation
Organizations often adopt, though do not always successfully implement, innovations that require widespread frontline participation to realize their full benefits. To better understand the mechanisms that support or inhibit the implementation of such innovations, we apply constructs from organizational learning theory to the case of implementing innovation in schools, and operationalize those constructs in a computational, agent-based model. Mode…
Psychology (11 obras) · Computer Science (10 obras) · Mathematics education (9 obras) · Computational Thinking (6 obras) · Innovative Teaching and Learning Methods (5 obras) · Science education (5 obras) · Teaching and Learning Programming (5 obras) · Artificial Intelligence (4 obras) · Complex Systems and Decision Making (4 obras) · Sociology (4 obras)