Reasoning supported by computational tools

This paper sets out the work of the Tools for Exploratory Learning Programme within the ESRC Initiative Information Technology in Education. The research examines young secondary children's reasoning with computational tools. We distinguish between exploratory and expressive modes of learning, that is, interaction with another's model and creation of one's own model, respectively. The research focuses on reasoning, rather than learning, along three dimensions: quantitative, qualitative, and semi-quantitative. It provides a 3 × 2 classification of tasks according to modes of learning and types of reasoning. Modelling tools were developed for the study and descriptions of these are given. The research examined children's reasoning with tools in all three dimensions looking more exhaustively at the semi-quantitative. Pupils worked either in an exploratory mode or an expressive mode on one of the following topics: Traffic, Health and Diet, and Shops and Profits. They spent 3–4 h individually with a researcher over 2 weeks, carrying out four different activities: reasoning without the computer; learning to manipulate first the computer then later the tool and finally carrying out a task with the modelling tool. Pupils were between 12 and 14 yr. Research questions both about children's reasoning when working with or creating models and about the nature of the tools used are discussed. Finally an analytic scheme is set out which describes the nature of the causal and non-causal reasoning observed together with some tentative results.