Micro-Macro Compatibility: When Does a Complex Systems Approach Strongly Benefit Science Learning?

Autor/inn/en	Samon, Sigal; Levy, Sharona T.
Titel	Micro-Macro Compatibility: When Does a Complex Systems Approach Strongly Benefit Science Learning?
Quelle	In: Science Education, 101 (2017) 6, S.985-1014 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levy, Sharona T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21301
Schlagwörter	Difficulty Level; Systems Approach; Science Education; Secondary School Students; Grade 7; Fuels; Questionnaires; Interviews; Experimental Groups; Control Groups; Computer Uses in Education; Computer Simulation; Models; Workbooks; Classroom Communication; Laboratory Experiments; Lecture Method; Textbooks; Comparative Analysis; Achievement Gains; Effect Size; Scientific Concepts; Teaching Methods; Science Process Skills + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Systemischer Ansatz; Naturwissenschaftliche Bildung; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Treibstoff; Fragebogen; Interviewing; Interviewtechnik; Computernutzung; Computergrafik; Computersimulation; Analogiemodell; Arbeitsbuch; Klassengespräch; Laboratory work; Laborarbeit; Textbook; Text book; Schulbuch; Lehrbuch; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The study explores how a complexity approach empowers science learning. A complexity approach represents systems as many interacting entities. The construct of micro-macro compatibility is introduced, the degree of similarity between behaviors at the micro- and macro-levels of the system. Seventh-grade students' learning about gases was studied using questionnaires and interviews. An experimental group (n = 47) learned with a complexity curriculum that included agent-based computer models, a workbook, class discussions, and laboratory experiments. A comparison group (n = 45) learned with a normative curriculum, incorporating lectures, a textbook, class discussions, and laboratory experiments. Significant learning gains and strong effect sizes were found in the experimental group's overall learning. Diffusion, density, and kinetic molecular theory were learned better with a complexity approach. Pressure, temperature, and the gas laws were learned similarly with both approaches. Learning to notice micro-level behaviors and their probabilistic nature was greater with the complexity approach. Analysis showed that only concepts that have less "micro-macro compatibility" were learned better with a complexity approach. Thus, a complexity approach helps separate the microbehaviors and then relate them to the macrobehaviors when these behaviors are dissimilar. We discuss how micro-macro compatibility helps point to concepts whose learning would benefit strongly from a complexity approach. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01