The effect of external representation on constructing computer models of complex phenomena

Computer modeling - creating executable models of science domains - has been recognized as an important teaching method. Still not much is known about the factors making modeling environments effective in use. We investigate the effect of different external representations on the construction of computer models. Representations can significantly influence the processes of modeling. In order to find the specific benefits of two different representations, we compare dyads working on a collaborative modeling task using a text-based model representation, in which correct equations are required to make the model run, with others using a graphical representation, in which the model is built by qualitatively linking variables. The learners, secondary school students and modeling novices, worked with the representations on a task in the domain of physics. Results indicate that the two representations induce different behaviours, which are appropriate for different phases of the modeling process.