Systems Learning with a Conceptual Representation: A Quasi-Experimental Study

Autor/inn/en	Hmelo-Silver, Cindy E.; Jordan, Rebecca; Eberbach, Catherine; Sinha, Suparna
Titel	Systems Learning with a Conceptual Representation: A Quasi-Experimental Study
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 45 (2017) 1, S.53-72 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-016-9392-y
Schlagwörter	Systems Approach; Thinking Skills; Ecology; Models; Cognitive Structures; Teaching Methods; Intervention + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Denkfähigkeit; Ökologie; Analogiemodell; Cognitive structure; Kognitive Struktur; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01