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Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009 相似文献
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Rebecca C. Jordan Maria Ruibal‐Villasenor Cindy E. Hmelo‐Silver Eugenia Etkina 《科学教学研究杂志》2011,48(9):1010-1025
Laboratory instruction is critical to the understanding of biology and is a central piece of biological sciences instruction. Although much investigation has focused on the content of biology laboratory exercises, we contend that understanding the extent to which the laboratory materials can aid or limit experimental investigation is of equal importance. In this study, therefore, we investigate the role of timing and availability of laboratory equipment in the context of two different laboratory exercises. We use both case study and an experimental approach to investigate how laboratory materials guide the planning, context, creativity, and timing of ideas shared among students. Our data support the notion that providing students with laboratory equipment before students plan and consider different experimental approaches can constrain students' ideas and encourage tool‐focused solutions to experimental design tasks. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1010–1025, 2011 相似文献
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Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
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The participants were 4th-year medical students designing a clinical trial to test a new hypothetical anticancer drug. They worked with the computer simulation the Oncology Thinking Cap in facilitated groups that differed in terms of their prior knowledge. Both groups engaged in constructive activity and reached similar endpoints. The groups differed qualitatively in how they went about constructing and navigating the joint problem space. The high-prior-knowledge group used their knowledge to help them construct plans, evaluate their actions, and stay focused on the goals of the experimental design task. The low-prior-knowledge group searched through the data exhaustively and used them to generate their plans. They were unsystematic in their planning and interpretation. They used the computer representations in their reasoning and worked at mapping the connections between the representations. The computer scaffolding played an important role for both groups, but the facilitator played a greater role in the low-prior-knowledge group. 相似文献
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Designing technology to support reflection 总被引：2，自引：0，他引：2
Xiaodong Lin Cindy Hmelo Charles K. Kinzer Teresa J. Secules 《Educational technology research and development : ETR & D》1999,47(3):43-62
Technology can play a powerful role in supporting student reflection. Sociocognitive theories provide a conceptual framework that we use to consider systems that afford reflective thinking. Reflective thinking involves actively monitoring, evaluating, and modifying one's thinking and comparing it to both expert models and peers. This requires a combination of both individual and collaborative reflection. These theoretical frameworks suggest four ways that technology can provide powerful scaffolding for reflection: (a) process displays, (b) process prompts, (c) process models, and (d) a forum for reflective social discourse. Each approach is presented with specific examples illustrating its design features. We argue that a systems approach that combines these different scaffolding techniques may be even more powerful. Modern technologies can provide students with rich resources for reflection and help students develop adaptive learning expertise through reflective practice. We conclude with a discussion of design issues that should be considered in the future.The preparation of this article was supported by a Vanderbilt University Research Council grant and a Spencer Fellowship to the first author. The ideas expressed in this paper are those of the authors and do not necessarily reflect the positions of the granting agencies. We thank John Bransford, Allan Collins, Ben Loh and Susan Williams for their insightful suggestions on drafts of this article. We also thank Eliot Soloway, Shari Jackson Metcalf and the highly interactive computing group at the University of Michigan for their permission to use the graphics of the Model-It program. Finally, we thank the reviewers for their comments and suggestions. 相似文献
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