Impact of Computer Modeling on Learning and Teaching Systems Thinking

Autor/inn/en	Nguyen, Ha; Santagata, Rossella
Titel	Impact of Computer Modeling on Learning and Teaching Systems Thinking
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 5, S.661-688 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Ha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21674
Schlagwörter	Computer Simulation; Models; Middle School Students; Hispanic American Students; Secondary School Science; Systems Analysis; Computer Uses in Education; Scientific Concepts + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; System analysis; Systemanalyse; Computernutzung
Abstract	Researchers have found that computer modeling fosters the learning of causal mechanisms in systems, an important crosscutting concept in science that many novice learners find challenging. Despite the research that highlights the role of teacher's instructional practices in enacting computer tools, few studies have considered teachers' use of computer modeling and its implications for student learning in classroom interactions, compared to interactions without computer tools. In this study, we examine (a) the impact of computer modeling on students' understanding of causal links in decomposition and (b) classroom interactions with use of computer modeling. We employed a quasi-experimental design with eight middle school science classes that served predominately Latinx students. The random treatment was at the class level (computer modeling; n = 60, four classes) and control (paper modeling; n = 59, four classes). Analyses incorporated student preassessment and postassessment, classroom observations, and audio-recorded modeling instruction. Results indicate that compared to paper modeling, computer modeling enriched systems thinking, particularly students' ability to provide causally coherent statements in explaining scientific ideas and evidence. Enactment of computer modeling may be associated with a shift in classroom interactions to include more invitation for students' elaboration of causal systems. We discuss aspects of computer modeling that may foster systems thinking, with implications for the future design of tools and curricula. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01