Multidimensional trajectories for understanding ecosystems
Datos Bibliográficos
| ID | 21392882 |
|---|---|
| Autores | Catherine Eberbach (0000-0002-8225-0219, National Science Foundation Alexandria Virginia USA), Cindy E Hmelo-Silve (0000-0003-2275-5212, Indiana University Bloomington Indiana USA, autor de correspondencia), Rebecca Jordan (0000-0002-4048-6792, Michigan State University East Lansing Michigan USA), Joseph A Taylor (0000-0002-3753-4888, University of Colorado Colorado Springs USA), Roberta Howard Hunter (0000-0002-9506-6787, Michigan State University East Lansing Michigan USA) |
| Año | 2021 |
| Volumen | 105 |
| Número | 3 |
| Páginas | 521-540 |
| Fecha de publicación | 2021-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21613 |
| OpenAlex | W3123822791 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 59 |
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
Abiotic component · Aquatic ecosystem · Biology · Mathematics education · Representation (politics) · Science education · Animal and Plant Science Education · Computer Science · Ecology · Environmental Education and Sustainability · Psychology · Science Education and Pedagogy
Investigating students’ development of mechanistic reasoning in modeling complex aquatic ecosystems
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
System-thinking progress in engineering programs
Research trends on systems thinking approach in science education
Supporting systems thinking
Situating collaborative disciplinary activity
Coherence in Thought and Action
Content Analysis
Fish Swim, Rocks Sit, and Lungs Breathe
Misconceptions Reconceived
Thinking Like a Wolf, a Sheep, or a Firefly
Conceptual and Epistemic Aspects of Students' Scientific Explanations
Coordinating scaffolds for collaborative inquiry in a game‐based learning environment
Microgenetic Learning Analysis
Measuring systems thinking
Answering the Call for a Standard Reliability Measure for Coding Data
Explanation
Thinking about Mechanisms
The microgenetic method
Complex Systems in Education
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2023 - 2026 (4) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |