Other Learning Resources
Everyone can learn how to use computational modeling to some degree. But how? We have put together these activities to allow you to learn at your own pace and with your own interests. There are also other resources that you can use to learn about computational modeling. Below are a few we have run across that seem useful. Know of other? Please contact us and we can add them to this list.
Resources for Students
Google's Computational Modeling Course: https://computationalthinkingcourse.withgoogle.com/course. This course is a great place to start. Within this course are links to many other resources to better understand computational thinking, which is the base of computational modeling.
Data 8 - Berkeley Open Source Module for using and understanding data: http://data8.org. Check out Fall 2016's session taught by Ani Adhikari. UC has made her lessons, the online text book, and her YouTube videos all easily available for free! These are great resources. You can check out more about the program and in particular the data science connector courses in molecular and cell biology and other similar connector courses here https://data.berkeley.edu/education/connectors
Yaman Barles' Chapter (Systems Dynamics: Systemic Feedback Modeling for Policy Analysis) within the Encyclopedia of Life Support Systems gives a terrific overview of Systems Dynamics.
Resources for Teachers Leading these Activities with Students:
Wilkerson, M. & Fenwick, M. (2016). The practice of using mathematics and computational thinking. In C. V. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. Arlington, VA: National Science Teachers’ Association Press.
The Wonder of Science's Mathematics and Computational Thinking
Funding to support the development of these activities and experiences was provided by the National Science Foundation Award DBI-1565166 & 0640950. The content of these pages was created by students for students with the help of teachers and scientists. The views expressed herein are those of the authors and do not necessarily reflect the views of NSF or ISB.