Weitere Artikel dieser Ausgabe durch Wischen aufrufen
Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries has met with some success based upon tests that cue students to the types of reasoning required. Virtual worlds offer an opportunity to assess what students actually do in a simulated context. Beyond this, mobile devices make it possible to scaffold and assess learning in the real world. Situating learning outside, in the target contexts, bypasses many of the challenges of transfer. A study investigated the learning of fifth and sixth graders (n = 38) while they used a virtual world called EcoMUVE, designed to support learning of ecosystems concepts and complex causal dynamics, and mobile broadband device (MBDs) components, designed to assess and support learning and transfer in a real pond ecosystem. The experiences of two classes were contrasted as reference populations; one class participated in the MBD experience first, followed by the learning components in EcoMUVE; the other participated in EcoMUVE first, followed by the MBD components. Rich and triangulated data was collected to illuminate how students experienced and responded to the curriculum components. Both classes made learning gains in EcoMUVE. Students who completed EcoMUVE prior to their MBD experience transferred concepts to their pond explorations. Both classes made learning gains at the pond following the MBD support and revealed more expert reasoning about the importance of change over time and distant drivers in ecosystem dynamics.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Atran, S. (1995). Causal constraints on categories and categorical constraints on biological reasoning across cultures. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 205–233). Oxford: Clarendon Press.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. CrossRef
Chi, M. T. H., & Van Lehn, K. (2012). Seeing deep structure from the interactions of surface features. Educational Psychologist, 47(3), 177–188. CrossRef
Danish, J. A., Peppler, K., Phelps, D., & Washington, D. (2011). Life in the hive: Supporting inquiry into complexity within the zone of proximal development. Journal of Science Education and Technology, 20(5), 454–467. CrossRef
Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47(3), 153–176. CrossRef
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. CrossRef
Goldstone, R. L., & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46, 414–466. CrossRef
Gopnik, A., & Glymour, C. (2002). Causal maps and Bayes nets: A cognitive and computational account of theory formation. In P. Carruthers, S. Stich, & M. Siegal (Eds.), The cognitive basis of science (pp. 117–132). Cambridge, NY: Cambridge University Press. CrossRef
Gopnik, A., & Schulz, L. (2007). Introduction. In A. Gopnik & L. Schulz (Eds.), Causal learning. Oxford: Oxford Press. CrossRef
Grotzer, T. A., & Basca, B. B. (2003). How does grasping the underlying causal structures of ecosystems impact students’ understanding? Journal of Biological Education, 38(1), 16–29. CrossRef
Grotzer, T. A., Kamarainen, A., Tutwiler, M. S., Metcalf, S., & Dede, C. (2013). Learning to reason about ecosystems dynamics over time: The challenges of an event-based causal focus. BioScience, 63(4), 288–296. CrossRef
Grotzer, T. A., & Solis, S. L. (2015). Action at an attentional distance: A study of children’s reasoning about causes and effects involving spatial and attentional discontinuity. Journal for Research in Science Teaching (accepted, in revision).
Grotzer, T. A., Solis, S. L., & Honey, R. B. (2014). The power of comparison when the concept of control doesn’t apply. (Working Paper, No. 2014-2), Causal Learning in the Classroom Lab, Harvard University, Cambridge, MA: Author.
Grotzer, T. A., & Tutwiler, M. S. (2014). Simplifying causal complexity: How interactions between modes of causal induction and information availability lead to heuristic driven reasoning. Mind, Brain, and Education, 8(3), 97–114. CrossRef
Grotzer, T. A., Tutwiler, M. S., Dede, C. Kamarainen, A., & Metcalf, S. (2011). Helping students learn more expert framing of complex causal dynamics in ecosystems using EcoMUVE. Presented at the National Association of Research in Science Teaching (NARST) Conference, Orlando, FL.
Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434. CrossRef
Harris, P. L. (2002). What do children learn from testimony? In P. Carruthers, S. Stich, & M. Siegal (Eds.), The cognitive basis of science (pp. 316–334). Cambridge, NY: Cambridge University Press. CrossRef
Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: Some core challenges. The Journal of the Learning Sciences, 15(1), 53–61. CrossRef
Hmelo-Silver, C. E., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science, 28, 127–138. CrossRef
Hmelo-Silver, C. E., Marathe, S., & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. Journal of the Learning Sciences, 16, 307–331. CrossRef
Hogan, K., & Fisherkeller, J. (1996). Representing students’ thinking about nutrient cycling in ecosystems: Bi-dimensional coding of a complex topic. Journal of Research in Science Teaching, 33(9), 941–970. CrossRef
Jacobson, M. J. (2001). Problem-solving, cognition, and complex systems: Differences between experts and novices. Complexity, 6(3), 41–49. CrossRef
Keil, F. C. (1994). The birth and nurturance of concepts by domains. In L. Hirschfield & S. Gelman (Eds.), Domain specificity in cognition and culture (pp. 234–254). Cambridge, NY: Cambridge University Press. CrossRef
Klopfer, E., & Yoon, S. (2005). Using palm technology in participatory simulations of complex systems: A new take on ubiquitous and accessible mobile computing. Journal of Science Education and Technology, 14(3), 287–295. CrossRef
Metcalf, S. J., Kamarainen, A., Tutwiler, M. S., Grotzer, T. A., & Dede, C. J. (2011). Ecosystem science learning via multi-user virtual environments. International Journal of Gaming and Computer-Mediated Simulations, 3(1), 86–90. CrossRef
Penner, D. (2000). Explaining systems: Investigating middle school students’ understanding of emergent phenomena. Journal of Research in Science Teaching, 37(8), 784–806. CrossRef
Perkins, D. N., Jay, E., & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. The Merrill-Palmer Quarterly, 39, 1–21.
Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248–258. CrossRef
Raia, F. (2008). Causality in complex dynamic systems: A challenge in earth systems science education. Journal of Geoscience Education, 56(1), 81–94.
Ratterman, M. J., & Gentner, D. (1998). The effect of language on similarity: The use of relational labels improves young children’s performance in a mapping task. In K. Holyoak, D. Gentner, & B. Kokinov (Eds.), Advances in analogy research: Integration of theory and data from the cognitive, computational, and neural sciences (pp. 274–282). Sophia: New Bulgarian University.
Shepardson, D. P., Wee, B., Priddy, M., Schellenberger, L., & Harbor, J. (2007). What is a watershed? Implications of student conceptions for environmental science education and the national science education standards. Science Education, 91, 544–578. CrossRef
Tal, T., Alon, N. L., & Morag, O. (2014). Exemplary practices in field trips to natural environments. Journal of Research in Science Teaching, 51, 430–461. CrossRef
Weathers, K., Strayer, D., & Likens, G. (2013). Fundamentals of ecosystem science. Waltham, MA: Academic Press.
- Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems
Tina A. Grotzer
Megan M. Powell
Katarzyna M. Derbiszewska
Caroline J. Courter
Amy M. Kamarainen
Shari J. Metcalf
Christopher J. Dede
- Springer Netherlands
in-adhesives, MKVS, Hellmich GmbH/© Hellmich GmbH, Zühlke/© Zühlke