The interactions between problem solving and conceptual change : system dynamic modelling as a platform for learning

Chwee Beng Lee

doi:10.1016/j.compedu.2010.05.012

The interactions between problem solving and conceptual change : system dynamic modelling as a platform for learning

Chwee Beng Lee

School of Education

Research output: Contribution to journal › Article › peer-review

23 Citations (Scopus)

Abstract

This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.

Original language	English
Pages (from-to)	1145-1158
Number of pages	14
Journal	Computers and Education
Volume	55
Issue number	3
DOIs	https://doi.org/10.1016/j.compedu.2010.05.012
Publication status	Published - 2010

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

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10.1016/j.compedu.2010.05.012

Cite this

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abstract = "This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.",

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AB - This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge and domain knowledge), the choice of learning strategy and the learning outcomes through a theoretical model.

UR - http://handle.uws.edu.au:8081/1959.7/553946

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DO - 10.1016/j.compedu.2010.05.012

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JO - Computers and Education

JF - Computers and Education

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ER -

The interactions between problem solving and conceptual change : system dynamic modelling as a platform for learning

Abstract

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