Four Case Studies, Six Years Later: Developing System Thinking Skills in Junior High School and Sustaining Them over Time

Autor/inn/en	Ben-Zvi-Assaraf, Orit; Orion, Nir
Titel	Four Case Studies, Six Years Later: Developing System Thinking Skills in Junior High School and Sustaining Them over Time
Quelle	In: Journal of Research in Science Teaching, 47 (2010) 10, S.1253-1280 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20383
Schlagwörter	Concept Mapping; Water; Interviews; Junior High School Students; Thinking Skills; Learning Processes; Case Studies; Systems Approach; Observation; Learning Experience; Long Term Memory; Followup Studies; Earth Science; Environmental Education; Models; Cognitive Ability; Foreign Countries; Program Descriptions; Instructional Effectiveness; Israel + Suchen Sie Ihr Suchwort? Concept Map; Wasser; Interviewing; Interviewtechnik; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Denkfähigkeit; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Systemischer Ansatz; Beobachtung; Lernerfahrung; Langzeitgedächtnis; Follow-up studies; Kontaktstudium; Earth sciences; Geowissenschaften; Umweltbildung; Umwelterziehung; Umweltpädagogik; Analogiemodell; Ausland; Unterrichtserfolg
Abstract	This study examines the process by which system thinking perceptions develop within the context of a water cycle curriculum. Four junior high school students undergoing an especially designed inquiry-based intervention were closely observed before, during, immediately after, and 6 years after completing a year long systems-based learning program. The employed research tools included observations, semi-structured interviews, and a number of "concept viewing" tools (drawings, concept maps, and repertory grids). Out of the data, four distinct "stories," each presenting a different way of constructing hydro system mental models, are described. The paper's main conclusion is that students develop their systems mental models and remember the learned material based on learning patterns that tend to remain unchanged over time. Consequently, in order to facilitate efficient and lasting construction of students' system models, learning experiences should harness these, and especially the meta-cognitive learning pattern, which holds special significance for constructing systems. (Contains 3 tables and 7 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10