Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems
dc.contributor.author | Krajcik, Joseph S. | en_US |
dc.contributor.author | Stratford, Steven J. | en_US |
dc.contributor.author | Soloway, Elliot | en_US |
dc.date.accessioned | 2006-09-11T15:46:03Z | |
dc.date.available | 2006-09-11T15:46:03Z | |
dc.date.issued | 1998-09 | en_US |
dc.identifier.citation | Stratford, Steven J.; Krajcik, Joseph; Soloway, Elliot; (1998). "Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems." Journal of Science Education and Technology 7(3): 215-234. <http://hdl.handle.net/2027.42/45184> | en_US |
dc.identifier.issn | 1059-0145 | en_US |
dc.identifier.issn | 1573-1839 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/45184 | |
dc.description.abstract | In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the “Cognitive Strategies for Modeling” (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations. | en_US |
dc.format.extent | 3293726 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Plenum Publishers; Plenum Publishing Corporation ; Springer Science+Business Media | en_US |
dc.subject.other | Model-It | en_US |
dc.subject.other | Technology Education | en_US |
dc.subject.other | Cognitive Processes | en_US |
dc.subject.other | Educational Technology | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Science Education | en_US |
dc.subject.other | Dynamic Modeling | en_US |
dc.subject.other | Simulation | en_US |
dc.title | Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education Building, University of Michigan, 610 E. University, Ann Arbor, Michigan, 48109 | en_US |
dc.contributor.affiliationum | School of Education Building, University of Michigan, 610 E. University, Ann Arbor, Michigan, 48109 | en_US |
dc.contributor.affiliationother | Marantha Baptist Bible College, 703 Western Meadows Dr., Watertown, WI, 53098 | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/45184/1/10956_2004_Article_412477.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1023/A:1021840407112 | en_US |
dc.identifier.source | Journal of Science Education and Technology | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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