{"title":"在复杂系统中促进学习:在基于模拟的探究学习环境中,作为认知调节支架的问题提示与系统动力学模型进展的影响","authors":"Deniz Eseryel, Victor Law","doi":"10.22318/ICLS2010.1.1119","DOIUrl":null,"url":null,"abstract":"Designing effective technology-based learning environments is challenging. Designing effective technology-based learning environments to facilitate learning about complex knowledge domains is more challenging. To a large extent, the key to the puzzle lies in identifying which scaffolding strategies are more effective; and under which conditions. In a simulation-based inquiry-learning environment, this controlled study investigated the effect of two promising scaffolding strategies; question prompts and system dynamics model progressions, on ninth-grade biology students' cognitive regulation and complex problem-solving skills. For simpler complex problems, findings suggested that both scaffolding strategies were equally effective. However, as the problems increased in complexity, system dynamics model progressions were significantly more effective for facilitating both cognitive regulation and complex problem-solving skills.","PeriodicalId":145751,"journal":{"name":"International Conference of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2010-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment\",\"authors\":\"Deniz Eseryel, Victor Law\",\"doi\":\"10.22318/ICLS2010.1.1119\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Designing effective technology-based learning environments is challenging. Designing effective technology-based learning environments to facilitate learning about complex knowledge domains is more challenging. To a large extent, the key to the puzzle lies in identifying which scaffolding strategies are more effective; and under which conditions. In a simulation-based inquiry-learning environment, this controlled study investigated the effect of two promising scaffolding strategies; question prompts and system dynamics model progressions, on ninth-grade biology students' cognitive regulation and complex problem-solving skills. For simpler complex problems, findings suggested that both scaffolding strategies were equally effective. However, as the problems increased in complexity, system dynamics model progressions were significantly more effective for facilitating both cognitive regulation and complex problem-solving skills.\",\"PeriodicalId\":145751,\"journal\":{\"name\":\"International Conference of the Learning Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2010-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Conference of the Learning Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22318/ICLS2010.1.1119\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Conference of the Learning Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22318/ICLS2010.1.1119","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Promoting learning in complex systems: effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment
Designing effective technology-based learning environments is challenging. Designing effective technology-based learning environments to facilitate learning about complex knowledge domains is more challenging. To a large extent, the key to the puzzle lies in identifying which scaffolding strategies are more effective; and under which conditions. In a simulation-based inquiry-learning environment, this controlled study investigated the effect of two promising scaffolding strategies; question prompts and system dynamics model progressions, on ninth-grade biology students' cognitive regulation and complex problem-solving skills. For simpler complex problems, findings suggested that both scaffolding strategies were equally effective. However, as the problems increased in complexity, system dynamics model progressions were significantly more effective for facilitating both cognitive regulation and complex problem-solving skills.