Promoting Complex Systems Learning through the Use of Conceptual Representations in Hypermedia
Promoting Complex Systems Learning through the Use of Conceptual Representations in Hypermedia
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DOI：
10.1002/tea.20297
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发表时间：
2009-11-01
影响因子：
4.6
通讯作者：
Hmelo-Silver, Cindy E.
中科院分区：
文献类型：
--
作者：
Liu, Lei;Hmelo-Silver, Cindy E.
在许多科学领域，研究复杂系统变得越来越重要。复杂系统的许多特点使学生很难形成深入的理解。我们之前的研究表明，以功能为中心的概念表征是生物学家学科工具箱的一部分，这表明它是帮助学生发展深入理解的合适表征。本文报道了两个实验的结果，这两个实验考察了使用概念表征的超媒体如何影响职前教师和中学生对复杂生物系统--人类呼吸系统的学习。基于结构-行为-功能概念表征，我们设计了两个版本的教学超媒体。一种超媒体以功能为中心，强调系统的功能和行为，而另一种超媒体则侧重于系统的结构。我们对比了这两种概念表征的教学效果。这两项研究的结果都表明，使用以功能为中心的超媒体的参与者比使用以结构为中心的超媒体的参与者发展了更深入的理解。这项概念验证研究表明，以功能为中心的概念表征是促进复杂系统理解的有力途径。(C)2009年威利期刊公司J Res Sci Teach 46：1023-1040,2009
Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for Students to develop deep understanding. Our previous research indicated that a function-centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre-service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure-behavior-function conceptual representation. One hypermedia was function-centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual represent at ions. The results of both studies indicated that participants using the function-centered hypermedia developed deeper understanding than those using the structure-centered version. This proof-of-concept study suggests that the function-centered conceptual representation is a powerful way to promote complex systems understanding. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023-1040, 2009