Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Understanding of Relation Structures of Graphical Models by Lower Secondary Students

Understanding of Relation Structures of Graphical Models by Lower Secondary Students A learning path has been developed on system dynamical graphical modelling, integrated into the Dutch lower secondary physics curriculum. As part of the developmental research for this learning path, students’ understanding of the relation structures shown in the diagrams of graphical system dynamics based models has been investigated. One of our main findings is that only some students understand these structures correctly. Reality-based interpretation of the diagrams can conceal an incorrect understanding of diagram structures. As a result, students seemingly have no problems interpreting the diagrams until they are asked to construct a graphical model. Misconceptions have been identified that are the consequence of the fact that the equations are not clearly communicated by the diagrams or because the icons used in the diagrams mislead novice modellers. Suggestions are made for improvements. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Science Education Springer Journals

Understanding of Relation Structures of Graphical Models by Lower Secondary Students

Loading next page...
 
/lp/springer-journals/understanding-of-relation-structures-of-graphical-models-by-lower-nsj98WwEKG

References (53)

Publisher
Springer Journals
Copyright
Copyright © 2015 by The Author(s)
Subject
Education; Science Education; Education, general
ISSN
0157-244X
eISSN
1573-1898
DOI
10.1007/s11165-015-9474-x
Publisher site
See Article on Publisher Site

Abstract

A learning path has been developed on system dynamical graphical modelling, integrated into the Dutch lower secondary physics curriculum. As part of the developmental research for this learning path, students’ understanding of the relation structures shown in the diagrams of graphical system dynamics based models has been investigated. One of our main findings is that only some students understand these structures correctly. Reality-based interpretation of the diagrams can conceal an incorrect understanding of diagram structures. As a result, students seemingly have no problems interpreting the diagrams until they are asked to construct a graphical model. Misconceptions have been identified that are the consequence of the fact that the equations are not clearly communicated by the diagrams or because the icons used in the diagrams mislead novice modellers. Suggestions are made for improvements.

Journal

Research in Science EducationSpringer Journals

Published: Jun 25, 2015

There are no references for this article.