Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models

Autor/inn/en	Vattam, Swaroop S.; Goel, Ashok K.; Rugaber, Spencer; Hmelo-Silver, Cindy E.; Jordan, Rebecca; Gray, Steven; Sinha, Suparna
Titel	Understanding Complex Natural Systems by Articulating Structure-Behavior-Function Models
Quelle	In: Educational Technology & Society, 14 (2011) 1, S.66-81 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Systems Approach; Middle School Students; Models; Science Instruction; Computer Assisted Instruction; Multimedia Instruction; Electronic Learning; Programming; Instructional Design; Educational Technology; Computer Simulation; Instructional Effectiveness; Ecology; Marine Education; Artificial Intelligence; Computer Software; Computer Software Evaluation; Pretests Posttests; New Jersey + Suchen Sie Ihr Suchwort? Systemischer Ansatz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Multimediales Lernen; Programmierung; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computergrafik; Computersimulation; Unterrichtserfolg; Ökologie; Künstliche Intelligenz; Softwareanalyse
Abstract	Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems suggest that novice understanding is shallow, typically focusing on their visible structures and showing minimal understanding of their functions and invisible causal behaviors. In this paper, we describe an interactive learning environment called ACT (for Aquarium Construction Toolkit) in which middle-school students construct SBF models of complex systems as a vehicle for gaining a deeper understanding of how such systems work. We report on the use of ACT in middle school science classrooms for stimulating, scaffolding, and supporting SBF thinking about aquarium systems as examples of complex systems. We present preliminary data indicating that SBF thinking, facilitated in part by the ACT tool, leads to enhanced understanding of the behaviors and functions of aquaria. (Contains 2 tables and 12 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10