Design and Performance Frameworks for Constructing Problem-Solving Simulations

Autor/inn/en	Stevens, Rons; Palacio-Cayetano, Joycelin
Titel	Design and Performance Frameworks for Constructing Problem-Solving Simulations
Quelle	In: Cell Biology Education, 2 (2003) 3, S.162-179 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7509
DOI	10.1187/cbe.03-02-0006
Schlagwörter	Medical Education; Student Attitudes; Audiences; Problem Solving; Computer Simulation; Guidelines; Student Evaluation; Evaluation Methods; Validity; Academic Achievement; Thinking Skills; Science Instruction + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Schülerverhalten; Spectator; Zuschauer; Problemlösen; Computergrafik; Computersimulation; Richtlinien; Schulnote; Studentische Bewertung; Gültigkeit; Schulleistung; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Rapid advancements in hardware, software, and connectivity are helping to shorten the times needed to develop computer simulations for science education. These advancements, however, have not been accompanied by corresponding theories of how best to design and use these technologies for teaching, learning, and testing. Such design frameworks ideally would be guided less by the strengths/limitations of the presentation media and more by cognitive analyses detailing the goals of the tasks, the needs and abilities of students, and the resulting decision outcomes needed by different audiences. This article describes a problem-solving environment and associated theoretical framework for investigating how students select and use strategies as they solve complex science problems. A framework is first described for designing on-line problem spaces that highlights issues of content, scale, cognitive complexity, and constraints. While this framework was originally designed for medical education, it has proven robust and has been successfully applied to learning environments from elementary school through medical school. Next, a similar framework is detailed for collecting student performance and progress data that can provide evidence of students' strategic thinking and that could potentially be used to accelerate student progress. Finally, experimental validation data are presented that link strategy selection and use with other metrics of scientific reasoning and student achievement. (Contains 1 footnote, 10 figures, and 3 tables.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10