Proceedings of the Fourth Annual Teachers College Educational ...

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Figure 2: A flowchart simulation for causality modeling Hypotheses Based on the pedagogical research on teaching and learning systems, two instructional scaffolding strategies are hypothesized to be effective: 1. Top-down function-centered scaffolding 2. Forwardbackward modeling for causality. Hypothesis 1: Top-down function-centered scaffolding leads to better learning performance compared to bottom-up structure-centered instructional scaffolding. Hypothesis 2: Forward-backward modeling for causality after sufficient perceptual grounding leads to better learning performance. Hypothesis 3: Under the function-centered instructional scaffolding condition, the modeling for causality task has greater effect on learning performance, compared to under the structure-centered scaffolding condition. Operationalization In the top-down function-centered scaffolding condition, participants experience the general system function with concrete representations (e.g. as you drag the fire icon to the aerosol can, the can explodes), then analyze the system mechanism at a lower level with “how” and “why” questions. In the bottom-up structure-centered scaffolding condition, participants learn all the lower-level mechanics information and then learn the system function. Modeling for causality tasks refers to tasks that require learners to mentally visualize the causal sequence of a system and also verbally explain the causality. Preliminary Research The purpose of the first pilot study was to primarily validate the two variables (function-centered scaffolding and modeling for causality). 36 Adult learners from Teachers College participated in that study, and learned three ideal gas law concepts with an early version of the simulations. The learning time was very short (within 20 minutes) since the topic was not very challenging for this population. The results indicate the effectiveness of function-centered scaffolding and the significant interaction of the two variables. The purpose of the second pilot study was for usability testing of the new simulation environment. 10 middle school students from a public school in NYC (all of them from Hispanic or Black ethnic groups and families with relatively low SES) participated in that study. This group of students were the top students in that school. The 6 session curriculum was conducted in the afterschool enrichment program over 3 weeks (2 sessions per week). The learning progress was smooth for this group of students. The current study employs a 2X2 factorial design testing the two instructional scaffolding strategies with the same simulation-based learning environment. 58 7th and 8th graders from a public school in NYC (Most of them from Hispanic and Black ethnic groups and families with relatively low SES.) participate in this study. This is a 7 session curriculum (50 min per session) over 7 weeks. Participants in each class are randomly assigned to a condition. The study is still going on, and partial data to the date support our three hypotheses. References Assaraf, O. B., & Orion, N. (2005). Development of system thinking skills in the context of earth system education. Journal of Research in Science Teaching, 42(5), 518-560. Duncan, R. G., & Reiser, B. J. (2007). Reasoning across ntologically distinct levels: Students' understandings of molecular genetics. Journal of Research in Science Teaching, 44(7), 938-959. 41
Liu, L., & Hmelo-Silver, C. E. (2009). Promoting complex systems learning through the use of conceputal representations in hypermedia. Journal of Research in Science Teaching, 46(9), 1023-1040. Wilensky, U., & Resnick, M. (1999). Thinking in levels: A dynamic systems perspective to making sense of the world. Journal of Science Education and Technology, 8(1), 3-19. 42
Page 1 and 2: Proceedings of the Fourth Annual Te
Page 3 and 4: Table of Contents Math Strategies i
Page 5 and 6: Harnessing the Power of Emotionally
Page 7 and 8: Think Facts introduces four charact
Page 9 and 10: Guidelines for an Online Networking
Page 11 and 12: Mode S = Synchronous A=Asynchronous
Page 13 and 14: Investigating Potential Factors to
Page 15 and 16: Investigating the Effects of Choice
Page 17 and 18: Videogames in Institutional Practic
Page 19 and 20: Youth in the Digital Age: Digital M
Page 21 and 22: Augmenting The Arrival: Students’
Page 23 and 24: Connected to Word Problems: Improvi
Page 25 and 26: ased approach. Future research may
Page 27 and 28: MOOCs, Open Education, and Implicat
Page 29 and 30: Promoting Healthy Eating Habits Thr
Page 31 and 32: Figure 2: Monster Appetite in actio
Page 33 and 34: This year, the first participant gr
Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
Page 41 and 42: Total 3 Advanced Performance Level
Page 43 and 44: “Media Literacy in Action: Using
Page 45: Learning Science Systems with Graph
Page 49 and 50: Applying Physics to the Real World:
Page 51 and 52: Credibility of Culturally Situated
Page 53 and 54: notion that similarity with the use
Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
Page 57 and 58: Online Learning Environments in Hig
Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
Page 65 and 66: information and the world according
Page 67 and 68: #phdchat: a community of practice o
Page 69 and 70: A Difficult Balance: Regulating Cyb
Page 71 and 72: References Bethel School District v
Page 73 and 74: that children’s photographs were
Page 75 and 76: A variety of data sources were coll
Page 77 and 78: control and mastery increased in vi
Page 79 and 80: Design of computer assisted tools f
Page 81 and 82: Figure 2: Interactive functions of
Page 83 and 84: User Experiences with Avatar Custom
Page 85 and 86: Design Patterns for Promoting Self-
Page 87 and 88: Cooperative Inquiry in Designing Te
Page 89 and 90: Implications Our work with CI exten
Page 91 and 92: References Allen, E., & Seaman, J.

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