In this research, the authors present both the design and preliminary testing of a technology-intensive classroom intervention designed to support middle schools students' understanding of an aquatic ecosystem. The goals of their intervention are to help learners develop deep understanding of ecosystems and to use tools that make the relationships between a system's structures, behaviors, and functions explicit. This comes from data in three public middle schools in suburban school districts in the Northeastern United States. Four teachers used the instructional intervention was conducted during regular science classes. (Contains 4 figures and 2 tables.)
Authors
Hmelo-Silver, Cindy E., Jordan, Rebecca, Eberbach, Catherine, Rugaber, Spencer, Goel, Ashok
- Authorizing Institution
- Society for Research on Educational Effectiveness (SREE)
- Education Level
- ['Junior High Schools', 'Middle Schools']
- Peer Reviewed
- F
- Publication Type
- Reports - Research
- Published in
- United States of America
Table of Contents
- Abstract Title Page 1
- Title Authors 1
- Abstract Body 2
- Background 2
- Purpose Objective Research Question Focus of Study 3
- Setting 3
- Participants 3
- Intervention Program Practice 3
- Research Design 4
- Data Collection and Analysis 4
- Findings Results 5
- F p F p 5
- Conclusions 5
- Appendices 6
- Appendix A. References 6
- Studies in the History 6
- Journal of Research in Science Teaching 42 6
- . Journal 6
- IEEE Computer 6
- Journal of Environment Education 6
- Cognition and Instruction 6
- Computer Based Learning in Science 6
- Journal of Research in Science Teaching 6
- Proceedings 8 6
- International Conference on Machine Learning 6
- Proceedings. Tenth International Workshop on Qualitative 6
- Reasoning 6
- Advanced 6
- Engineering Informatics 6
- Proceedings 11 International Joint Conf. on Artificial Intelligence 6
- In Proceedings International Conference on Intelligent Tutoring Systems 6
- International Journal of AI in Engineering Design Analysis and Manufacturing 23 6
- Proceedings 32 Annual Meeting of the Cognitive Science Society 6
- Goldstone R. L. Sakamoto Y. 2003. The transfer of abstract principles governing complex adaptive 6
- Cognitive Psychology 46 6
- Gray S. Hmelo-Silver C. E. Liu L. R. J. Jeong H. Schwartz R. et al. 2008. Learning with ecosystem 6
- International perspectives in the learning sciences Cre8ing a learning world. Proceedings of the Eight International Conference for the Learning Sciences 6
- Journal of Biological Education 7
- Hmelo-Silver C. E. Azevedo R. 2006. Understanding complex systems Some core challenges. 7
- Journal of 7
- 53-61. 7
- Hmelo-Silver C. E. Liu L. Gray S. Finkelstein H. Schwartz R. 2007. 7
- Enacting things differently 7
- Using NetLogo models to learn about complex systems. 7
- Journal of the Learning Sciences 7
- Cognitive Science 28 7
- Journal of Research in Science Teaching 7
- Journal of Biological Education 7
- The Journal of the Learning Sciences 15 7
- Applied Environment Education and Communication 8 7
- Frontiers in Ecology and the Environment 7 7
- International Journal of Science 7
- Computers teachers peers Science learning partners. 7
- Journal of Research in Science Teaching 7
- Proceedings of the Eight International Conference for the Learning Sciences 7
- Journal of Research in Science Teaching 46 7
- Journal of Research in Science Teaching 37 7
- Urban Ecosystems 7
- International Journal of Science Education 7
- Journal of the Learning 7
- Sciences 7
- The sciences of the artificial 8
- Vattam S. Goel A . K. Rugaber S. Hmelo-Silver C. E. Jordan R. Gray S. Sinha S. 2011. 8
- Understanding complex natural systems by articulating structure-behavior-function models. 141 66-81. 8
- Educational Technology Society 8
- Cognition Instruction 8
- Appendix B. Tables and Figures 10
- Figure 1 10
- Figure 2. 10
- Figure 3a. 11
- Figure 3b. 11
- Figure 4. 12
- SBF Relation Explanation Score 13
- MicroMacro 13
- Level 13
- Explanation Score 13
