A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level

Autor/inn/en	Hokayem, Hayat; Ma, Jingjing; Jin, Hui
Titel	A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level
Quelle	In: Journal of Biological Education, 49 (2015) 3, S.246-260 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2014.943789
Schlagwörter	Elementary School Students; Interviews; Feedback (Response); Learning Processes; Ecology; Thinking Skills + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Learning process; Lernprozess; Ökologie; Denkfähigkeit
Abstract	This study examines to what extent elementary students use feedback loop reasoning, a key component of systems thinking, to reason about interactions among organisms in ecosystems. We conducted clinical interviews with 44 elementary students (1st through 4th grades). We asked students to explain how populations change in two contexts: a sustainable ecosystem and an ecosystem that is missing predators. We used an iterative process to develop a learning progression for feedback loop reasoning, and used the learning progression to code interview episodes. The study produces three findings. First, very few students recognised the cyclical relationships among populations in a sustainable ecosystem (Level 7). Second, very few students identified both reproduction and food as the factors affecting population in a context missing predators (Level 4). Finally, students' reasoning was inconsistent across the two contexts. We also discuss the implication of these findings for teaching and learning of food webs at elementary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01