Model-Building and the Use of Computer Simulation of Dynamic Systems

1989 ◽  
Vol 5 (2) ◽  
pp. 221-243 ◽  
Author(s):  
Ellen B. Mandinach
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
Model Building ◽  
Research Effort ◽  
Software Systems ◽  
Curriculum Innovation ◽  
Software Environment ◽  
Problem Solving Skills ◽  
Modeling Software ◽  
Systems Thinking Approach

The Systems Thinking and Curriculum Innovation (STACI) Project is a multi-year research effort intended to examine the cognitive impact of learning from a systems thinking approach to instruction and from using simulation-modeling software. Systems thinking is an analytic problem solving tool that can be integrated into courses to supplement and enhance instruction in a variety of content areas. The purpose of the study is to test the potentials and effects of using the technology-based approach in secondary school curricula to teach content-specific knowledge as well as general problem solving skills. The research focuses on the effects of introducing a software environment that enables students to learn from and make concrete multiple representations of scientific, mathematical, and historical phenomena.

Classroom Dynamics: The Impact of a Technology-Based Curriculum Innovation on Teaching and Learning

1996 ◽  
Vol 14 (1) ◽  
pp. 83-102 ◽  
Author(s):  
Ellen B. Mandinach ◽  
Hugh F. Cline
Keyword(s):  
Systems Thinking ◽  
Teaching And Learning ◽  
Research Effort ◽  
Curriculum Innovation ◽  
Classroom Dynamics ◽  
Positive Effects ◽  
Learner Centered ◽  
Systems Thinking Approach ◽  
The Impact

The Systems Thinking and Curriculum Innovation Network Project is a multiyear curriculum development, implementation, and research effort that examines the impact of using systems thinking and modeling on teaching and learning activities. Data reported here indicate positive effects on students' cognitive and motivational processes. The systems thinking approach also fundamentally changes the dynamics of the classroom and the role of the teacher by creating a constructivist, learner-centered environment. Implications for the design and installation of such environments are discussed.

scholarly journals E-Mail-Related Problem-Solving Behaviors Across Age Groups: An Analysis of Log File Data

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 410-411
Author(s):  
Taka Yamashita ◽  
Leah Saal ◽  
Roberto Millar ◽  
Shalini Sahoo ◽  
Phyllis Cummins
Keyword(s):  
Older Adults ◽  
Problem Solving ◽  
Odds Ratio ◽  
Related Problem ◽  
Age Groups ◽  
Online Communication ◽  
Software Environment ◽  
Problem Solving Skills ◽  
Computer Based ◽  
Log File

Abstract Email is one of the most common and useful online communication tools. However, older adults tend to have difficulties fully taking advantage of email. Organizing the information in the email software environment and sending a message to selected recipients are examples of common email-related problem-solving. To date, little data are available to understand the email-related problem-solving behaviors of older adults. Nationally representative survey data and log-file data of the U.S. adults (n = 1,341) are derived from the 2012 Program for International Assessment of Adult Competencies (PIAAC), which provides computer-based assessment data on problem-solving skills. The PIAAC respondents used the computer device and solved the problems in the simulated email environment. Descriptive summary showed that those 55 years and older took longer (169 seconds), referred to the help menu (15%) and used the cancel button (26%) more often than younger age groups (e.g., age 25-34; 103 seconds, 3% and 17%, respectively) in one of the tasks. Additionally, binary logistic regression showed that taking longer time (odds-ratio = 0.99, p < 0.05) and using the help menu (odds-ratio = 0.85, p < 0.05) were associated with the incorrect answer to the email problem-solving, although the findings varied across different types of problems. These unique findings from the combination of survey and log-file data analyses suggested that some older adults may benefit from the training for common email-related problems rather than teaching themselves. Detailed descriptions of computer-based assessment log file data and other results are also evaluated in this study.

Dynamic scaffolding in a cloud-based problem representation system

2014 ◽  
Vol 31 (5) ◽  
pp. 346-356 ◽  
Author(s):  
Chwee Beng Lee ◽  
Keck Voon Ling ◽  
Peter Reimann ◽  
Yudho Ahmad Diponegoro ◽  
Chia Heng Koh ◽  
...  
Keyword(s):  
Complex System ◽  
Problem Solving ◽  
Teacher Learning ◽  
Systems Thinking ◽  
Problem Representation ◽  
Complex Nature ◽  
Representation System ◽  
Web Based ◽  
Problem Solving Skills ◽  
Content Type

Purpose – The purpose of this paper is to argue for the need to develop pre-service teachers’ problem solving ability, in particular, in the context of real-world complex problems. Design/methodology/approach – To argue for the need to develop pre-service teachers’ problem solving skills, the authors describe a web-based problem representation system that is embedded with levels of scaffolding to support the claim. Findings – The authors’ conceptualisation of this cloud-based environment is also very much aligned with the development of pre-service teachers’ systems thinking. Teacher learning itself is a complex system that involves many processes, mechanisms and interactions of elements, and the outcomes may be highly unpredictable (Opfer and Pedder, 2011). As a result of the complex nature of teacher learning, it would be meaningful to frame teacher learning as a complex system. An approach to enable pre-service teachers to be aware of this complexity is to situate them in a systems thinking context. Originality/value – This paper discusses a system which was developed for problem solving. The levels of adaptive scaffoldings embedded within the system is an innovation which is not found in other similar research projects.

scholarly journals Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Aaron McKim ◽  
Robert McKendree
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Systems Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Responses ◽  
School Based ◽  
Significant Relationships ◽  
Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

How Do We Analyze Problems and Systems?

We the Gamers ◽  
2021 ◽  
pp. 171-190
Author(s):  
Karen Schrier
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
Systems Analysis ◽  
Problem Solving Skills ◽  
Practice Problem

Chapter 11 describes how games may help people practice problem-solving skills such as analyzing solutions and systems. How are social and civic problems solved, and how might games support this? How might games help to understand problems as being dynamic and systemic? The chapter includes an overview of why problem-solving and systems thinking matter in civics and ethics, and why games may support this. It also includes the limitations of using games to explore problems, and how to minimize those limitations. Finally, it reviews strategies that teachers can take to use games to practice problem-solving and systems analysis skills. It opens with the example of the game Plague Inc., and also shares four examples-in-action: Happy Farm, Papers, Please, Quandary, and Vox Pop.

An experiential learning-integrated framework to improve problem-solving skills of engineering graduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuldip Singh Sangwan ◽  
Rajni Singh
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Model Building ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Content Type ◽  
Knowing How ◽  
Definition Of

PurposeProblem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL).Design/methodology/approachThe present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL.FindingsProblem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other.Practical implicationsThe proposed framework can be adopted in engineering education for making the engineering graduates job ready.Originality/valueThe study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).

Microcomputer-Based Instruction in Special Education

1986 ◽  
Vol 2 (3) ◽  
pp. 337-355 ◽  
Author(s):  
Richard Lehrer ◽  
Laura D. Harckham ◽  
Philip Archer ◽  
Robert M. Pruzek
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Interaction Design ◽  
Evaluation Study ◽  
Instructional Software ◽  
Special Needs Children ◽  
Software Environment ◽  
Problem Solving Skills ◽  
Affective Development ◽  
Based Instruction

This article reports findings of an evaluation study examining the instructional effectiveness of varying software environments for 120 preschool special needs children. Cognitive distancing principles were applied to classify children according to symbolic competence prior to instruction and to classify child-software interactions during instruction. An aptitude-by-treatment interaction design contrasted children's learning in either Logo or instructional software contexts with a control condition. Dependent measures included indicators of preschool problem solving, skill acquisition, language development, cognitive development and affective development. Results indicated that a Logo-based environment enhanced children's problem-solving skills and their acquisition of linguistic pragmatics as compared to counterparts in a control condition. In contrast, an instructional software condition promoted children's acquisition of specific skills. Neither software environment enhanced children's global levels of cognitive or of affective development. We conclude with a caution that the medium is not the message.

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