Research/Scholarship
Education
| Year | Degree | Institution |
| 2010 | MBA (Human Resources) | Xavier School of Management |
| 2007 | M.Sc. (Biology) | National Centre for Biological Sciences |
Selected Publications
Dabholkar, S. & Wilensky, U. (2020). Designing computational models as emergent systems microworlds to support learning of scientific inquiry. Proceedings of EpiSTEME8 â� International Conference: 337-345.(
Download ) Dabholkar, S., Arastoopour Irgens, G., Horn, M., & Wilensky, U (2020). Students' epistemic connections between science inquiry practices and disciplinary ideas in a computational science unit . Proceedings of the International Conference for the Learning Sciences (ICLS) 2020: 1141-1148.
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Download ) Dabholkar, S. & Wilensky, U. (2019). Designing ESM-mediated collaborative activity systems for science learning. Proceedings of International Conference of Computer Supported Collaborative Learning (CSCL) 2019: 846-846.
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Download ) Dabholkar, S., Anton, G. & Wilensky, U. (2018). GenEvo - An emergent systems microworld for model- based scientific inquiry in the context of genetics and evolution. Proceedings of the International Conference for the Learning Sciences (ICLS) 2018: 1617-1618.
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Download ) Dabholkar, S., Anton, G. & Wilensky, U. (2018). Developing Mathetic Content Knowledge using an Emergent Systems Microworld. Proceedings of Constructionism 2018: 561-567.
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Download ) Rai N, Anand R, Ramkumar K, Sreenivasan V, Dabholkar S, Venkatesh KV, Thattai M (2012). Prediction by promoter logic in bacterial quorum sensing. PLoS Comput. Biol.: 8: e1002361.
Dabholkar S, and Thattai M (2007). Brainstorming Biology. IET Synthetic Biology: 17-20.
Dey S, Dabholkar S, and Joshi A (2006). The effect of migration on metapopulation stability is qualitatively unaffected by spatial structuring of among patch variation. Journal of Theoretical Biology: 238: 78-84.
Research Interests
I am interested in designing technology-enhanced learning environments for learning scientific thinking, computational thinking and complex systems thinking for high school students. Specifically, I have been designing a specific kind of computational models called Emergent Systems Microworlds (ESMs). ESMs are agent-based computational models that are designed as interactive microworlds. Students can learn about an emergent phenomenon modeled in an ESM by performing scientific investigations. My research interests include assessing student learning as they engage with scientific inquiry practices to figure out disciplinary ideas with ESM-based curricula.I have also been working teachers to co-design science curricula that are enriched with such computational tools. I am interested in investigating how teachers' involvement in the co-design process influences their pedagogical interactions in the classroom.