Multidimensional trajectories for understanding ecosystems

Dados Bibliográficos

ID21392882
AutoresCatherine 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 correspondente), 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)
Ano2021
Volume105
Fascículo3
Páginas521-540
Data de publicação2021-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoScience Education (JOURNAL)
Identificadores do periódicoISSN: 0036-8326 • E-ISSN: 1098-237X
EditoraWiley (PUBLISHER • GB)
DOI10.1002/sce.21613
OpenAlexW3123822791
IdiomaEN
Citações recebidas6
Referências citadas59

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