Systems learning with a conceptual representation: a quasi-experimental study

被引：81

作者：

Hmelo-Silver, Cindy E. ^{[1
]}

Jordan, Rebecca ^{[2
]}

Eberbach, Catherine ^{[3
]}

Sinha, Suparna ^{[2
]}

机构：

[1] Indiana Univ, Bloomington, IN 47405 USA

[2] Rutgers State Univ, New Brunswick, NJ USA

[3] Natl Sci Fdn, 4201 Wilson Blvd, Arlington, VA 22230 USA

来源：

INSTRUCTIONAL SCIENCE | 2017年 / 45卷 / 01期

关键词：

Systems thinking; Conceptual representations; Simulations and modeling; COMPLEX-SYSTEMS; THINKING; SCIENCE; TECHNOLOGY; ECOSYSTEMS; BEHAVIOR; INQUIRY;

D O I：

10.1007/s11251-016-9392-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, we share results from a classroom intervention that used a conceptual representation to support reasoning about ecosystems. Engaging students in modeling allows them to make their ideas visible while being malleable and available for discussion, which enables students to make meaning out of systems. Further, the Components- Mechanisms-Phenomena (CMP) conceptual representation was designed to enable students to construct coherent mental models. Following our intervention, students deepened their understanding of ecosystem dynamics when compared to students who engaged in traditional instruction without use of the CMP conceptual representation. We discuss our results in terms of data that helped guide the design of the intervention and we describe a theoretical perspective that can be used to guide future instruction.

引用

页码：53 / 72

页数：20

共 49 条

[1]

Anderson C.W., 2008, M NAT ASS RES SCI TE

[2]

[Anonymous], 2013, NEXT GENERATION SCIE

[3] Rethinking transfer: A simple proposal with multiple implications [J].