Cognitive processes enacted by learners during co-construction of scientific models (original) (raw)
Proceedings of the 3rd International Constructionism Conference 19-23 August 2014, Vienna, Austria
This study documents our effort to analyze students' cognitive processes during modeling-based learning. A modeling-based teaching intervention was developed and implemented during a summer science class at the University of Cyprus (n=17). Students worked in small groups to develop successive models of simple systems in the topic of heat and temperature using DynaLearn as a modeling tool. Students' conversations were videotaped and transcribed using the software Transana. Additionally, students' work and conversations were analyzed with a combination of two techniques; a video analysis framework which considers classwork at three different scales (macro-, meso-, microscale) and a coding scheme for students' cognitive process during modeling. This paper presents the work of two groups of students. Results indicate differences and similarities in the actual work and the cognitive processes of the two groups at the three scales of analysis. We discuss those differences and similarities as well as their significance for science education.
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