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ERIC Number: EJ1134056
Record Type: Journal
Publication Date: 2017-Feb
Pages: 20
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0020-4277
Systems Learning with a Conceptual Representation: A Quasi-Experimental Study
Hmelo-Silver, Cindy E.; Jordan, Rebecca; Eberbach, Catherine; Sinha, Suparna
Instructional Science: An International Journal of the Learning Sciences, v45 n1 p53-72 Feb 2017
In this paper, we share results from a classroom intervention that used a conceptual representation to support reasoning about ecosystems. Engaging students in modeling allows them to make their ideas visible while being malleable and available for discussion, which enables students to make meaning out of systems. Further, the Components-Mechanisms-Phenomena (CMP) conceptual representation was designed to enable students to construct coherent mental models. Following our intervention, students deepened their understanding of ecosystem dynamics when compared to students who engaged in traditional instruction without use of the CMP conceptual representation. We discuss our results in terms of data that helped guide the design of the intervention and we describe a theoretical perspective that can be used to guide future instruction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090210