| 100 | | As in: constructing/running/building etc. |
| | 97 | Modelling provides a way for students to understand the processes or structures underlying a particular phenomenon, with a view to furthering their conceptual understanding of the domain being modelled. It differs from simulation in that students have direct access to the model and can manipulate it to investigate the effects of varying different elements and/or the way that those elements behave. |
| | 98 | |
| | 99 | Students can engage with modelling at a number of levels: |
| | 100 | * Manipulate an existing model: e.g. the [http://edgcm.columbia.edu/ Educational Global Climate Modelling Tool] available from Columbia University, USA. |
| | 101 | * Build a new model, using one of the following tools: |
| | 102 | * A programming language: e.g. [http://ccl.northwestern.edu/netlogo/ NetLogo] |
| | 103 | * A tool for constructing models from fragments of program code: e.g. the [http://dfl.cetis.ac.uk/wiki/index.php/Constructing2Learn#Introduction BehaviourComposer] |
| | 104 | |
| | 105 | Examples of activity sequences incorporating the use of modelling tools are: |
| | 106 | * [wiki:ExpExamples#Introductiontomodellingforsocialsciencestudents Introduction to modelling for social science students] |
| | 107 | |
| | 108 | |
