Order Matters: Sequencing Scale-Realistic versus Simplified Models to Improve Science Learning

Autor/inn/en	Chen, Chen; Schneps, Matthew H.; Sonnert, Gerhard
Titel	Order Matters: Sequencing Scale-Realistic versus Simplified Models to Improve Science Learning
Quelle	In: Journal of Science Education and Technology, 25 (2016) 5, S.806-823 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9642-4
Schlagwörter	High School Students; Secondary School Science; Science Education; Models; Educational Technology; Teaching Methods; Sequential Approach; Scientific Concepts; Astronomy; Computer Simulation; Handheld Devices; Scaling; Accuracy + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Analogiemodell; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schrittfolge; Astronomie; Computergrafik; Computersimulation; Scale construction; Skalenkonstruktion
Abstract	Teachers choosing between different models to facilitate students' understanding of an abstract system must decide whether to adopt a model that is simplified and striking or one that is realistic and complex. Only recently have instructional technologies enabled teachers and learners to change presentations swiftly and to provide for learning based on multiple models, thus giving rise to questions about the order of presentation. Using disjoint individual growth modeling to examine the learning of astronomical concepts using a simulation of the solar system on tablets for 152 high school students (age 15), the authors detect both a model effect and an order effect in the use of the Orrery, a simplified model that exaggerates the scale relationships, and the True-to-scale, a proportional model that more accurately represents the realistic scale relationships. Specifically, earlier exposure to the simplified model resulted in diminution of the conceptual gain from the subsequent realistic model, but the realistic model did not impede learning from the following simplified model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01