Systems learning with a conceptual representation: a quasi-experimental study

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...

Full description

Saved in:
Bibliographic Details
Published in:Instructional science 2017-02, Vol.45 (1), p.53-72
Main Authors: Hmelo-Silver, Cindy E., Jordan, Rebecca, Eberbach, Catherine, Sinha, Suparna
Format: Article
Language:English
Subjects:
Achievement Gains
Anatomy
Cognitive Structures
Complex systems
Conventional Instruction
Ecology
Education
Educational Practices
Educational Psychology
Hypermedia
Instructional design
Instructional Improvement
Intervention
Learner Engagement
Learning and Instruction
Literacy
Middle School Students
Middle Schools
Pedagogic Psychology
Science Instruction
Systems Approach
Teaching Methods
Thinking Skills
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-016-9392-y