Learning Spaces as Representational Scaffolds for Learning Conceptual Knowledge of System Behaviour

Bredeweg, Bert; Liem, J.; Beek, Wouter; Salles, Paulo; Linnebank, Floris

doi:10.1007/978-3-642-16020-2_4

Cited by 9 publications

(8 citation statements)

References 16 publications

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“…Two of those are relevant for the work presented in this paper: the LSs [13] and the recommendations [19]. The LSs act as a scaffold supporting learners in developing their conceptual knowledge.…”

Section: Dynalearn Ilementioning

confidence: 99%

“…It engages learners in conceptual modeling to develop their understanding of how systems behave and why. A key instrument in DynaLearn is the notion of learning spaces (LSs) [13], a modeling scaffold consisting of a sequence of workspaces with increasing complexity that facilitates a stepwise approach toward developing a system's view (system's thinking [14]), while at the same time acquiring the necessary domain-specific knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Learning by Conceptual Modeling--Changes in Knowledge Structure and Content

Zitek

Poppe

Stelzhammer

et al. 2013

IEEE Trans. Learning Technol.

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The DynaLearn interactive learning environment enables learning by having learners create conceptual models of system's behavior. This paper reports on exploratory evaluation studies using the DynaLearn software, carried out with learners studying environmental science. Two three-day modeling sessions were conducted in two consecutive years with two students exploring the evolving prototype of the software. The learners worked on assignments designed to achieve specific learning goals. To investigate conceptual changes on behalf of the learner, a set of parameters was applied for semantic text analysis of written pre-and posttests. The evaluation results show key changes occurring in knowledge structure and content in both years for both students. Indications of an effect of prior knowledge on the magnitude of conceptual change were found. The results confirm the potential of DynaLearn for inducing causal and interlinked understanding of environmental systems.

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Section: Dynalearn Ilementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning by Conceptual Modeling--Changes in Knowledge Structure and Content

Zitek

Poppe

Stelzhammer

et al. 2013

IEEE Trans. Learning Technol.

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“…Betty's Brain , . Garp and DynaLearn (Beek, Bredeweg, & Lautour, 2011;Bredeweg, Liem, Beek, Salles, & Linnebank, 2010;Bredeweg, Linnebank, Bouwer, & Liem, 2009), Figure 2. A model and query from Betty's Brain.…”

Section: Constraint Systemsmentioning

confidence: 97%

“…Stella, CoLab and Model-It) often provide concept maps as well. DynaLearn (Bredeweg et al, 2010) allows students to start by creating a concept map of the system then enhance it as they move through a progression of five executable modeling languages.…”

Section: Qualitative Model Construction As Scaffoldingmentioning

confidence: 99%

Model construction as a learning activity: a design space and review

VanLehn

2013

Interactive Learning Environments

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Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as "modeling", this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.

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“…The expressions can be simulated, confronting learners with the logical consequences thereof. To further aid learners, DynaLearn employs a sequence of knowledge representations (Learning Spaces, LS), with increasing complexity in terms of the modelling ingredients a learner can use [1]. An online repository contains QR models created by experts/teachers and learners.…”

mentioning

confidence: 99%