The Difficult Process of Scientific Modelling: An Analysis Of Novices' Reasoning During Computer-Based Modelling
International Journal of Science Education Volume 27, Number 14, ISSN 0950-0693
Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task is needed. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds.
Sins, P.H.M., Savelsbergh, E.R. & van Joolingen, W.R. (2005). The Difficult Process of Scientific Modelling: An Analysis Of Novices' Reasoning During Computer-Based Modelling. International Journal of Science Education, 27(14), 1695-1721.
Cited ByView References & Citations Map
Ching-Huei Chen, National Changhua University of Education
Australasian Journal of Educational Technology Vol. 30, No. 3 (Aug 05, 2014)
The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Ching-Huei Chen, National Changhua University of Education, Taiwan; Kun Huang, Mississippi State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134
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