Scaffolding ecosystems science practice by blending immersive environments and computational modeling

Abstract Research in the field of technology‐enhanced learning has argued for a broader scope of technology‐supported learning environments to include the design of activity systems which position students as active thinkers by reorganizing learning with technology around the practices of scholarly communities. In the context of elementary ecosystems science, this entails structuring classroom activity around the construction and evaluation of epistemic artifacts, such as scientific models and representations, that profitably direct learners’ conceptual efforts toward productive forms of inquiry and the construction of new scientific knowledge. In this demonstration‐of‐concept paper, we present EcoMOD, an elementary ecosystems science curriculum that blends an immersive virtual environment with an agent‐based computational modeling tool to support growth in ecological knowledge and scientific practice in learners aged 8 to 11 years old. Specifically, we explore how the design of the EcoMOD activity system supported students’ active thinking in scientific inquiry through transformative modeling practices. Analysis of student activity and discourse indicates that engagement in transformative activities supported students in developing more nuanced causal explanations of the ecosystem by the end of the curriculum. Practitioner Notes What is already known about this topic Authentic virtual simulations can transform classroom learning experiences, particularly when organized around the production of epistemic artifacts. Computational modeling and programming tools are successful in supporting ecosystems knowledge construction and complex causal reasoning in learners. Engagement in transformative modeling practices are integral to the construction of new scientific knowledge. What this paper adds Suggests a design framework for meaningfully blending immersive virtual environments with computational modeling and programming tools to support active thinking in scientific inquiry. Demonstrates multi‐modal techniques for formative and summative assessment. Indicates that children in this age range are able, with appropriate support, to acquire knowledge and skills well above what is described in curriculum standards. Implications for practice and/or policy Offers practitioners an effective approach for productively integrating computational modeling, science content and inquiry‐based practices within elementary science instruction. Demonstrates to policymakers the practicality, affordability and value of immersive learning technologies and agent‐based modeling in classroom settings.