A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality

Autor/inn/en	Hsu, Ying-Shao; Lin, Li-Fen; Wu, Hsin-Kai; Lee, Dai-Ying; Hwang, Fu-Kwun
Titel	A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality
Quelle	In: Journal of Science Education and Technology, 21 (2012) 5, S.588-606 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-011-9349-5
Schlagwörter	Models; Scientists; Graduate Students; Thinking Skills; Grade 10; Grade 11; Grade 12; Learning Activities; Scaffolding (Teaching Technique); Testing; Environmental Education; Identification; Scientific Concepts; High Schools + Suchen Sie Ihr Suchwort? Analogiemodell; Scientist; Wissenschaftler; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Denkfähigkeit; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Lernaktivität; Testdurchführung; Testen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Identifikation; Identifizierung; High school; Oberschule
Abstract	This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when the levels of modeling skills were measured, for most skills there was a gradual increase across the spectrum from the novices to the advanced novices to the intermediates to the experts. The study found the experts used model-based reasoning, the intermediates and advanced novices used relation-based reasoning, and the novices used phenomena-based reasoning to anticipate conclusions. The experts and intermediates used more bi-variable relationships in experimental design and anticipated conclusions, but used more multiple-variable relationships in identifying relationships. By contrast, the advanced novices and novices mostly used bi-variable relationships in all modeling skills. Based on these findings, we suggest design principles for model-based teaching and learning such as designing learning activities to encourage model-based reasoning, scaffolding one's modeling with multiple representations, testing models in authentic situations, and nurturing domain-specific knowledge during modeling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10