Abstract

This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.

Citation

Lee, C.B. (2010). The interactions between problem solving and conceptual change: System dynamic modelling as a platform for learning. Computers & Education, 55(3), 1145-1158. Elsevier Ltd. Retrieved April 26, 2019 from https://www.learntechlib.org/p/66865/.

Keywords

• Beliefs
• Computer Assisted Instruction
• Computer Simulation
• educational technology
• elementary education
• Elementary School Science
• Epistemology
• Interactive Learning Environments
• Learning Processes
• learning strategies
• models
• problem solving
• Science Instruction
• Simulations
• Systems Approach