Promoting Conceptual Change for Complex Systems Understanding: Outcomes of an Agent-Based Participatory Simulation

Autor/inn/en	Rates, Christopher A.; Mulvey, Bridget K.; Feldon, David F.
Titel	Promoting Conceptual Change for Complex Systems Understanding: Outcomes of an Agent-Based Participatory Simulation
Quelle	In: Journal of Science Education and Technology, 25 (2016) 4, S.610-627 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9616-6
Schlagwörter	Concept Formation; Systems Approach; High School Students; Simulation; Models; Pretests Posttests; Essays; Expertise; Thinking Skills; Experiential Learning; Instructional Effectiveness; Water; Science Instruction; Secondary School Science; Earth Science + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Systemischer Ansatz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Simulation program; Simulationsprogramm; Analogiemodell; Essay; Aufsatzunterricht; Expert appraisal; Denkfähigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Wasser; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften
Abstract	Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students' understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence (r = 0.26, p = 0.03), Order (r = 0.37, p = 0.002), and Tradeoffs (r = 0.44, p = 0.001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01