Supporting Student Conceptual Model Development of Complex Earth Systems Through the Use of Multiple Representations and Inquiry

Sell, Karen S.; Herbert, Bruce; Stuessy, Carol L.; Schielack, Jane F.

doi:10.5408/1089-9995-54.3.396

Cited by 43 publications

(22 citation statements)

References 47 publications

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“…MBI is also believed to facilitate a collaborative learning environment where students work in pairs or small groups to discuss and critique each other's works (Fazio et al, 2008;Penner, 2001;Wu, 2010). The effectiveness of MBI has been supported by many empirical studies, with research findings suggesting it improve students' comprehension of science content (Hart, 2008;Khan, 2007;Passmore & Stewart, 2002;Sell, Herbert, Stuessy, & Schielack, 2006), as well as inquiry skills and critical thinking skills (Stratford, Krajcik, & Soloway, 1998;White, 1993).…”

Section: Literature Reviewmentioning

confidence: 98%

“…M o d e l i n g -B a s e d instruction (MBI), as defined by Shen and colleagues (2010), is an innovative way to teach science that represents and explains scientific processes and phenomena through the activities of using, creating, sharing, and evaluating models. It has been studied and implemented in the last three decades and has demonstrated effectiveness in improving students' conceptual understanding, critical thinking, and inquiry skills in science (Hart, 2008;Hestenes, 1987;Khan, 2007;Lehrer & Schauble, 2006;Passmore & Stewart, 2002;Schwarz et al 2009;Sell, Herbert, Stuessy, & Schielack, 2006;White, 1993;Windschitl, Thompson, & Braaten, 2008).. Researchers have proposed MBI frameworks from different theoretical perspectives.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Lei¹,

Luo²,

Qiu³

et al. 2016

JETDE

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Section: Literature Reviewmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Lei¹,

Luo²,

Qiu³

et al. 2016

JETDE

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“…Throughout various fields of science education, the importance of MRs for conceptual learning has been well established, notably in chemistry (Taber 2009), in particular for the fundamental topic of micro-macro level connection (Cheng and Gilbert 2009), in biology (Tsui and Treagust 2013) and in geo-sciences (Sell et al 2006). For instance, in physics, Hubber et al (2010) proved the potential of conceptual learning through multiple representations for the area of mechanics.…”

Section: Introduction and Research Questionsmentioning

confidence: 98%

“…A growing body of research deals with the representational aspects of developing learners' conceptual learning and change, pointing out that students need to develop and understand multiple representations to improve their understanding of basic scientific concepts (Plötzner and Spada 1998;Wilhelm 2005;Botzer and Reiner 2005;Sell et al 2006;Waldrip et al 2006;Mortimer and Buty 2009;Taber 2009;Hubber et al 2010;Tsui and Treagust 2013).…”

Section: Introduction and Research Questionsmentioning

confidence: 98%

Developing conceptual understanding in ray optics via learning with multiple representations

et al. 2015

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A particular difficulty in physics learning is the fact that pupils' "intuitive" concepts are often resistant to instruction. This article reports empirical results from two related studies within an interdisciplinary project of physics education and educational psychology in ray optics. Two different kinds of treatment groups (TG A and TG B), both targeted at widespread pupils' intuitive concepts (N = 511), were compared with the results of a control group (CG C) learning with conventional tasks (N = 218) provided by a related study II. Pupils in TG A) of study I worked on cognitively activating tasks related to widespread intuitive concepts in ray optics explicitly requiring them to deal with multiple representations. Pupils in the TG B) of study I worked on the same intuitive concepts, but without the cognitively acti-2 R. Hettmannsperger et al. 3vating representational component. TG A) and B) were compared with each other and with CG C) learning with conventional tasks. The results indicated that tasks addressing widespread intuitive pupils' concepts improved conceptual understanding significantly more than conventional tasks. There was evidence of a significant intermediate effect showing medium-term stability.Keywords Conceptual understanding · Learning with multiple representations · Ray optics Förderung von konzeptuellem Verständnis in der Strahlenoptik via Lernen mit multiplen RepräsentationenZusammenfassung In diesem Artikel werden Forschungsergebnisse aus zwei aufeinander bezogenen Studien unter dem Gesichtspunkt des konzeptuellen Verständ-nisses in der Strahlenoptik verglichen. Zwei verschiedene Treatmentgruppen einer Studie I, in denen jeweils Schülervorstellungen thematisiert wurden (N = 511), wurden mit einer Kontrollgruppe (KG C) einer zweiten Studie verglichen, in der die Schüler/innen konventionelle Aufgaben bearbeiteten (N = 218). Schüler/innen der TG A) aus Studie I bearbeiteten kognitiv aktivierende Aufgaben, welche verbreitete Schülervorstellungen In diesem Artikel werden Forschungsergebnisse aus zwei aufeinander bezogenen Studien unter dem Gesichtspunkt des konzeptuellen Verständ-nisses in der Strahlenoptik verglichen. Zwei verschiedene Treatmentgruppen einer Studie I, TG A) und B), in denen jeweils Schülervorstellungen thematisiert wurden (N = 511), wurden mit einer Kontrollgruppe (KG C) einer zweiten Studie verglichen, in der die Schüler/innen konventionelle Aufgaben bearbeiteten (N = 218). Im Vergleich zu konventionellen Aufgaben verbesserte sich das konzeptuelle Verständnis von Schülerinnen und Schülern aus Studie I, TG A) und B), mittelfristig signifikant.Schlüsselwörter Konzeptuelles Verständnis · Lernen mit multiplen Repräsentationen · Strahlenoptik

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“…Overall, there is less educational research in the earth sciences compared to other disciplines. However, there are increasing reports on ways of improving achievement in earth science (e.g., Kennelly 2009;Sell et al 2006), enhancing scientific thinking and analysis (e.g., Harrison and Wendlandt 2007;Orion and Kali 2005) and methods of improving teacher preparation in earth sciences (e.g., Bulunuz and Jarrett 2009;Lewis 2008;Penuel et al 2009;Tretinjak and Riggs 2008). This is the first report, however, of how teachers can be educated to enhance student networking of knowledge, including evidence of the effectiveness of web diagram methods, in a school setting based on narrative analysis of the students' recall.…”

mentioning

confidence: 99%

A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

Anderson

Contino

2010

Journal of Science Teacher Education

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Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called ''web diagramming,'' a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher's perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.Keywords Cognitive structure Á Earth science learning Á Knowledge networksThe organization of students' science knowledge in memory has been widely studied using a variety of constructs including knowledge hierarchies and network diagrams such as concept maps or mind maps and the literature base is vast (e.g., Longo et al. 2002;Nesbit and Adesope 2006;Okey and Gagne 1970;Ring and Novak 1971;Shavelson and Stanton 1975;Wilson 1994 of recursive linkages (cross linking) among domain-specific content in the stream of narrative during recall. Current flow-map evidence indicates that there is a strong correlation between students' ability to network science information in memory and related learning outcomes, including amount of conceptual knowledge, higher order thinking skills, and success in inquiry learning (e.g., Anderson et al. 2001;Bischoff andAnderson 1998, Bischoff andTsai 1998;Wu and Tsai 2005). However, there is substantially less information in the published literature on how teachers can enhance students' networking of knowledge in memory and the extent to which teachers find these potential teaching strategies to be useful in improving students' network of knowledge in memory. For the purposes of this research, knowledge network is defined as the extent of logical connections made among domain-specific content units (categories, concepts, principles, etc.) represented by verbal referents (e.g., words and phrases) in knowledge retrieved from memory. It is a theoretical construct inferred from the organization of information in a student product (e.g., flow map analysis of narrative, or student constructed concept maps) that serves as proxy evidence for the organization of knowledge in memory.This research describes a new approach to enhancing secondary school students' organization of earth science knowledge using a teaching device called a ''web diagram,'' a modified form of mind map or concept map and presents evidence for its applicability and implications for teacher education. Overall, there is less educational research in the earth sciences compared to other disciplines. However, there are increasing reports ...

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Supporting Student Conceptual Model Development of Complex Earth Systems Through the Use of Multiple Representations and Inquiry

Cited by 43 publications

References 47 publications

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Developing conceptual understanding in ray optics via learning with multiple representations

A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

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