Much.Matter.in.Motion: Learning by Modeling Systems in Chemistry and Physics with a Universal Programing Platform

Autor/inn/en	Saba, Janan; Hel-Or, Hagit; Levy, Sharona T.
Titel	Much.Matter.in.Motion: Learning by Modeling Systems in Chemistry and Physics with a Universal Programing Platform
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.3128-3147 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saba, Janan) ORCID (Levy, Sharona T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1919905
Schlagwörter	Motion; Chemistry; Physics; Grade 7; Comparative Analysis; Worksheets; Science Instruction; Systems Approach; Intervention; Transfer of Training; Generalization; Middle School Students; Teaching Methods; Scientific Concepts; Concept Formation; Learning Management Systems; Science Curriculum + Suchen Sie Ihr Suchwort? Bewegungsablauf; Chemie; Physik; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Systemischer Ansatz; Training; Transfer; Ausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung
Abstract	This paper presents the design and initial learning research with the MMM modeling platform, seeking to advance middle school students' learning through constructing computational models of complex physical and chemical systems. A complexity-based structure of an MMM interface is introduced. It suggests that a complex system can be described and modeled by defining entities, their actions, interactions with each other, and interactions with their environment. MMM applies to a wide range of phenomena, targeting learning transfer and generalization. Design principles of MMM are presented and discussed based on a study with seventh-grade students. The study is a quasi-experimental, pretest-intervention-posttest control-comparison-group design. Findings from a quantitative analysis of the questionnaires show that engaging students with the construction of models using MMM significantly promoted students' conceptual learning and enhanced their systems' thinking compared with a comparison group who followed a normative curriculum. Students' responses to the worksheets showed mutual effects between improving the practice of modeling and promoting conceptual understanding and systems thinking. A qualitative analysis of screen-capture movies of one pair of students and their log files revealed that, in a later construction activity, their constructed models grew in sophistication and they articulated their thinking and learning in depth, using more sophisticated relationships between concepts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01