Comparing computer-supported dynamic modeling and ‘paper &amp; pencil’ concept mapping technique in students’ collaborative activity

Komis, Vassilis; Ergazaki, Marida; Zogza, Vassiliki

doi:10.1016/j.compedu.2005.12.007

Cited by 32 publications

(31 citation statements)

References 24 publications

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“…Examples of such computer-based modeling software include Air Pollution Modeling Environment (APoME) (Wu, 2010) (Sins et.al, 2009), Microworlds Logo and Volume 9, No. 2, December, 2016Stagecast Creator (Louca & Zacharia, 2008, ModelsCreator (Komis, Ergazaki & Zogza, 2007), and StarLogo (Klopfer,Yoon & Um, 2005).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Collaboration is an important component of MBI, where students are actively engaged in social interactions with peers or experts to develop, negotiate, and revise their models about science concepts (Komis, Ergazaki & Zogza, 2007;Penner, 2001). Such collaboration in MBI can also be facilitated by emerging technologies.…”

Section: Key Features Of Mbi Technologiesmentioning

confidence: 99%

“…2, December, 2016 technology tools include Chemation for teaching middle school chemistry (Chang, et. al, 2010), ModelCreator for high school biology (Ergazaki et. al, 2007), and NetLogo for high school biology (Wilensky & Reisman, 2006).…”

Section: Finding Two: Technology Is Most Frequently Used To Support Imentioning

confidence: 99%

“…al, 2010;Pallant & Tinker, 2004), physics (Manlove, Lazonder, & de Jong, 2009;Stocklmayer, 2010), biology (Ergazaki et. al, 2007;Wilensky & Reisman, 2006) and environmental science (Wu, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Lei¹,

Luo²,

Qiu³

et al. 2016

JETDE

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Key Features Of Mbi Technologiesmentioning

confidence: 99%

Section: Finding Two: Technology Is Most Frequently Used To Support Imentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Lei¹,

Luo²,

Qiu³

et al. 2016

JETDE

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show abstract

“…Educating individuals who are proficient in ICT usage is the leading requirement of contemporary education, and the concepts of education and the use of technology in education have become inseparable (Erdemir, Bakirci & Eyduran, 2009;Komis, Ergazakia & Zogzaa, 2007).…”

Section: Introductionmentioning

confidence: 99%

The evaluation of technology-based course materials developed by mathematics teachers

Urhan¹

2017

PROSOC

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The change in technology manifests itself in the restructuring of mathematics teaching and learning processes. Effective use of information and communications technology (ICT) in learning environments has gained importance. The ability to prepare technology-based course materials is currently one of the competencies of teachers. In this study, within the scope of the Erasmus+ project titled 'Math Teachers' Adventure of ICT Integration', mathematics teachers were offered an online course called 'Teaching Mathematics with GeoGebra,' which combines geometry, algebra, graphs, statistics and calculus in a single interface. It is both a dynamic geometry software program and a computer algebra system. The aim of this study is to examine the course materials developed by teachers using GeoGebra and determine the errors in their materials. The technology-pedagogy-content knowledge model was used as the framework for the content analysis. Based on the results, suggestions for both in-service training of teachers and future research were presented.

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Impact of computer modeling on learning and teaching systems thinking

Nguyen

Santagata

2020

J Res Sci Teach

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Researchers have found that computer modeling fosters the learning of causal mechanisms in systems, an important crosscutting concept in science that many novice learners find challenging. Despite the research that highlights the role of teacher's instructional practices in enacting computer tools, few studies have considered teachers' use of computer modeling and its implications for student learning in classroom interactions, compared to interactions without computer tools. In this study, we examine (a) the impact of computer modeling on students' understanding of causal links in decomposition and (b) classroom interactions with use of computer modeling. We employed a quasi‐experimental design with eight middle school science classes that served predominately Latinx students. The random treatment was at the class level (computer modeling; n = 60, four classes) and control (paper modeling; n = 59, four classes). Analyses incorporated student preassessment and postassessment, classroom observations, and audio‐recorded modeling instruction. Results indicate that compared to paper modeling, computer modeling enriched systems thinking, particularly students' ability to provide causally coherent statements in explaining scientific ideas and evidence. Enactment of computer modeling may be associated with a shift in classroom interactions to include more invitation for students' elaboration of causal systems. We discuss aspects of computer modeling that may foster systems thinking, with implications for the future design of tools and curricula.

show abstract

Comparing computer-supported dynamic modeling and ‘paper & pencil’ concept mapping technique in students’ collaborative activity

Cited by 32 publications

References 24 publications

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

The evaluation of technology-based course materials developed by mathematics teachers

Impact of computer modeling on learning and teaching systems thinking

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