The Challenge of Developing Systems Thinkers: How Misconceptions About Complex Causality Contribute to Fundamental Problems in Scientific Learning

小行星9725502 学习理解和分析存在于许多不同科学现象中的系统概念需要解释各种类型的复杂因果关系。然而，学生往往持有偏见和误解的因果关系，阻碍学习和系统地产生误解的科学内容。复杂的因果关系有不同程度的日益复杂的形式。 在每一个层次上，学习者都面临着新的认知挑战，学生的因果模型和科学因果模型之间的不匹配出现，并危及科学理解。尽管复杂的因果模型的基本重要性，存在一些材料，以帮助教师支持学生学习复杂的因果形式。 将产生一个日益复杂的因果模型的分类，代表不同的科学理解。学生对不同模型和固有原型概念的理解将通过计算机和基于纸张的评估，访谈和观察来探讨。学生和科学模型之间的不匹配将被调查，以确定和检查难点。然后，研究人员和教师将共同开发和评估旨在帮助学生克服这些困难的干预材料。由此产生的计划，暂命名为“后果计划的理解，”将是建构主义的性质。它将邀请学生明确反思因果模型，因为位于科学内容，以及它们如何映射到不同的科学现象。方法将开发建模和谈论困难的具体概念。该计划将被设计为注入现有的科学计划，以及为未来计划的发展提供方向。在该项目的第三年和最后一年，该计划将与一组没有参与研究和开发过程的教师进行测试。这将表明，为了更广泛地传播该计划，可能需要哪些额外的支持，并提供一种在发展背景之外测试其有效性的手段。该方案的有效性将通过使用定性，概念方法以及标准化评估进行评估。分析将采用联合收割机定量和定性相结合的方法。该计划将被广泛传播。 通过关注一系列系统地产生其他误解的误解和先入之见，由此产生的材料和方法应该从根本上影响科学学习。它将有助于阻止系统产生的误解模式，使概念的变化，使学习者掌握复杂的因果概念，并系统地促进科学学习的深入理解。 ***

9725502 Grotzer Learning to understand and analyze the systems concepts present in many different scientific phenomena entails interpreting a variety of types of complex causal relationships. Yet students tend to hold preconceptions and misconceptions about causality that hinder learning and systematically generate misconceptions in science content. There are different levels of increasingly sophisticated forms of complex causality. At each level, learners face new cognitive challenges where mismatches between students' causal models and scientific causal models arise and imperil scientific understandings. Despite the fundamental importance of complex causal models, few materials exist to help teachers support student learning about complex causal forms. A taxonomy of increasingly complex causal models that represent different sets of science understandings will be generated. Students' understandings of the different models and the inherent protoconcepts will be probed using computer and paper-based assessments, interviews, and observations. Mismatches between students' and scientific models will be investigated to identify and examine points of difficulty. Researchers and teachers will then work together to develop and assess intervention materials designed to help students beyond these points of difficulty. The resulting program, tentatively titled "The Understandings of Consequence Program," will be constructivist in nature. It will invite explicit student reflection upon causal models as situated in science content and how they map onto different scientific phenomenon. Methods will be developed for modeling and talking about specific concepts of difficulty. The program will be designed to be infused into existing science programs as well as provide direction for the development of future programs. In the third and final year of the project, the program will be tested with a set of teachers who were not involved in the research and development process. This will suggest what addition al supports may be needed for the broader dissemination of the program as well as provide a means of testing its effectiveness outside the development context. The effectiveness of the program will be evaluated through use of qualitative, conceptual methods as well as standardized assessments. The analysis will combine quantitative and qualitative methods. The program will then be offered for broad dissemination. By focusing on a set of misunderstandings and preconceptions that systematically generate other misunderstandings, the resulting materials and methods should fundamentally impact science learning. It will contribute of halting a pattern of systematically generated misconceptions-enabling conceptual changes that equip learners to grasp complex causal concepts and systematically contribute to deep understanding in science learning instead. ***