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|Title:||Multiple Trajectories for Understanding Ecosystems|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Eberbach, C., Hmelo-Silver, C., Jordan, R., Sinha, S., & Goel, A. (2012). Multiple Trajectories for Understanding Ecosystems. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 411-418). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||This is an exploratory study about how middle school students develop an increasingly coherent understanding of ecosystems. As part of a broader design research program, we coded and analyzed 12 middle school students' drawings of aquatic environments collected before, during, and after a technology-rich instructional intervention. Coding considered several dimensions: relations (macro/micro, biotic/abiotic, structure- behavior-function) as well as coherence, and extraneous structures. Findings suggest that students may follow multiple non-linear trajectories towards an increasingly coherent understanding of ecosystems. Even so, the ability to observe phenomena at multiple macro/micro and biotic/abiotic levels may be an underlying constraint to also observing integrated structure-behavior-function relations and the development of a more coherent understanding of ecosystems.|
|Appears in Collections:||ICLS 2012|
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