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Digital simulations are especially helpful in physics education, but most simulations provide only a visual- ization of a phenomenon while obscuring the mathematical relationships that model its behavior. Our team is developing a suite of online simulations called DynamicsLab, which combine visual representations with an ability to input and alter the governing physics equations. Here, we share excerpts from a group of clinical interviews, in which intermediate physics students explored the first iterations of a DynamicsLab simulation of a characteristic problem in Classical Mechanics: the bead on a spinning hoop. The students were given predict- observe-explain prompts to investigate the way they connected the mathematical representation to the physical phenomenon. We highlight three episodes in which students had to revise unsuccessful predictions, and how these instances indicate that engaging with the DynamicsLab simulation encouraged the students to draw upon a more diverse range of knowledge elements to support their physical and mathematical reasoning. 

Next Generation Science Standards foreground science practices as important goals of science education. In this paper, we discuss the design of block-based modeling environments for learning experiences that ask students to actively explore complex systems via computer programming. Specifically, we discuss the implications of the design and selection of the types of blocks given to learners in these environments and how they may affect students’ thinking about the process of modeling and theorizing. We conclude with a discussion of some preliminary findings in this design based research to inform design principles for block-based programming of science phenomena as a medium for learning to build theory.