...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>American Journal of Operations Research >Mapping What They Know: Concept Maps as an Effective Tool for Assessing Students’ Systems Thinking
【24h】

Mapping What They Know: Concept Maps as an Effective Tool for Assessing Students’ Systems Thinking

机译：映射他们所知道的：概念图是评估学生系统思维的有效工具

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In 2006 anew biology curriculum called “Human Biology: Emphasizing the Role of Homeostasis” was introduced into the Israeli high school system. Complex systems like those that make up the human body have become increasingly important as a focus of high school education. This study examines the effectiveness of the concept map as a assessment tool for students’ systems thinking, a tool that provides researchers with a detailed picture of the systems thinking development taking place within individual students. The content of the students’ concept maps was translated into information about students’ system thinking using the Systems Thinking Hierarchy (STH) model, a model in which system thinking is categorized according to eight hierarchical characteristics or abilities. The goal was to use the maps to characterize Israeli high school students’ understanding of the body’s systemic nature. To do this, we identified the extent to which the students understand three central elements of systems, namely hierarchy, homeostasis, and dynamism, and then analyzed this understanding according to its place within the hierarchical stages of the STH model. The extensive qualitative data analysis of 48 concept maps made by 11th grade biology majors suggest that the strength of the concept map is in its ability to describe the first two levels of system thinking (analysis and synthesis). However, it proved less successful in eliciting evidence of the third and highest level, particularly of students’ understanding of patterns, of homeostasis and their capacity for temporal thinking.
机译：2006年，以色列高中系统引入了新的生物学课程，名为“人类生物学：强调稳态的作用”。作为高中教育的重点，构成人体的复杂系统变得越来越重要。这项研究检验了概念图作为学生系统思维评估工具的有效性，该工具可为研究人员提供有关各个学生内部系统思维发展情况的详细信息。使用系统思维层次（STH）模型将学生概念图的内容转换为有关学生系统思想的信息，该模型根据系统的八个特征或能力对系统思维进行分类。目的是使用地图来描绘以色列高中学生对人体系统性质的理解。为此，我们确定了学生在多大程度上理解系统的三个核心要素，即等级，动态平衡和动态，然后根据其在STH模型的等级阶段中的位置来分析这种理解。由11年级生物学专业学生对48个概念图进行的广泛定性数据分析表明，概念图的优势在于能够描述系统思维的前两个层次（分析和综合）。但是，在获得第三和最高水平的证据方面，尤其是学生对模式的理解，体内稳态及其时间思维能力的证明，这种方法的成功率较低。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号