Computational modeling is an essential and growing topic of interest in engineering and STEM education, in general. In this paper, a case study of a course targeting first‐year materials science and engineering students is overviewed to investigate student arguments when explaining their implementation and understanding of their computational models. The presented study used argumentation to characterize the varied ways students interpreted and explained their computational models. Student solutions to a computational modeling activity were coded for argumentation characteristics and errors. The results indicate the various errors that were commonly found when students explained their computational models, as well as patterns of appropriate arguments. The analysis demonstrates the nature of the relationship between argumentation and the modeling processes. The use of an argumentation rubric demonstrates the usefulness of such assessment tools for computational modeling assignments.

中文翻译：

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表征学生的论点和基于学​​科的计算建模活动的解释

一般而言，计算建模是工程和 STEM 教育中一个重要且日益增长的主题。在本文中，概述了针对一年级材料科学与工程专业学生的课程案例研究，以调查学生在解释他们对计算模型的实施和理解时的论点。所提出的研究使用论证来描述学生解释和解释他们的计算模型的不同方式。学生对计算建模活动的解决方案针对论证特征和错误进行了编码。结果表明，当学生解释他们的计算模型以及适当论证的模式时，通常会发现各种错误。分析证明了论证和建模过程之间关系的性质。论证标准的使用证明了这种评估工具对于计算建模作业的有用性。