Multidimensional Trajectories for Understanding Ecosystems

Autor/inn/en	Eberbach, Catherine; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Taylor, Joseph; Hunter, Roberta
Titel	Multidimensional Trajectories for Understanding Ecosystems
Quelle	In: Science Education, 105 (2021) 3, S.521-540 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eberbach, Catherine) ORCID (Hmelo-Silver, Cindy E.) ORCID (Jordan, Rebecca) ORCID (Taylor, Joseph) ORCID (Hunter, Roberta) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21613
Schlagwörter	Water; Ecology; Earth Science; Middle School Students; Learning Processes; Freehand Drawing; Teaching Methods; Instructional Design; Systems Approach + Suchen Sie Ihr Suchwort? Wasser; Ökologie; Earth sciences; Geowissenschaften; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning process; Lernprozess; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Systemischer Ansatz
Abstract	This study examines how middle school students develop an increasingly coherent understanding of aquatic ecosystems. As part of a broader design research study that used Structure-Behavior-Function (SBF) theory as an organizing conceptual representation, we created two instructional units that focused on pond and aquarium environments. We coded and analyzed 70 middle school students' drawings of aquatic environments collected before, during, and after a technology-rich instructional intervention. Coding considered several relations between multiple system levels: Macro-Micro (MM), Biotic-Abiotic (BA), and SBF. Hierarchical Linear Modeling analysis was used to examine the relationship within and between levels. This suggested that students followed multidimensional trajectories toward an increasingly coherent understanding of aquatic ecosystems (i.e., separately across the MM, BA, and SBF dimensions). Even so, the ability to observe phenomena at multiple MM and BA levels may be an underlying constraint to observing integrated SBF relations and the development of a more coherent understanding of ecosystems. We discuss implications for instruction and the design of learning environments. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01