Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide a powerful means to investigate emergent phenomena in complex systems. Some research has been carried out in recent years about promoting students’ modeling practices, specifically using technologically advanced tools and approaches that allow students to create, manipulate, and test computational models. However, not much research had been carried out on the integration of several modeling approaches when investigating complex phenomena. In this paper, we describe the design principles used to develop a middle school unit about ants’ collective behavior that integrates three modeling approaches: conceptual drawn models, agent-based models, and system dynamics models. We provide results from an initial implementation of an 8th grade curricular unit, indicating that students engaged with several aspects of the modeling practice. Students’ conceptual knowledge about ant pheromone communication increased following learning the unit. We also found gains in students’ metamodeling knowledge about models as tools for investigating phenomena. We discuss the affordances and challenges of engaging students with several modeling approaches in science classroom.

复杂的系统由许多实体组成，它们之间的相互作用形成了不同的集体模式。计算建模平台可以提供强大的手段来研究复杂系统中的紧急现象。近年来，已经开展了一些有关促进学生建模实践的研究，特别是使用允许学生创建，操纵和测试计算模型的技术先进的工具和方法。但是，在研究复杂现象时，尚未对几种建模方法的集成进行太多研究。在本文中，我们描述了用于开发关于蚂蚁集体行为的中学单元的设计原理，该单元集成了三种建模方法：概念绘制模型，基于代理的模型和系统动力学模型。我们提供了从8年级课程单元的初始实施中获得的结果，表明学生参与了建模实践的多个方面。学习本单元后，学生对蚂蚁信息素交流的概念性知识有所增加。我们还发现学生对模型的元建模知识有所了解，可以作为研究现象的工具。我们讨论在科学课堂中让学生采用几种建模方法所带来的负担和挑战。