Inventing a “Mid Level” to Make Ends Meet: Reasoning between the Levels of Complexity

147 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “Computational tools can facilitate the investigation of the system from both perspectives, and, as Levy and Wilensky (2008) show, from productive mid-levels between the two.”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “…novice learners to develop a deep understanding of dynamic, aggregate-level phenomena— both in kinematics and ecological systems by bootstrapping, rather than discarding their agent-level intuitions (Dickes and Sengupta 2012; Wilensky and Reisman 2006; Levy and Wilensky 2008; Sengupta et al. 2012).”
The Case for Dynamic Models of Learners' Ontologies in Physics (2008, background): “In a recent article, Levy and Wilensky (2008) explicitly addressed the issue of students’ ability to use reasoning from emergence in the description of complex phenomena in the context of situations familiar to the students, such as the process of a group of students scattering for calisthenics and…”