Fostering engineering and science students' and teachers' systems thinking and conceptual modeling skills.

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Instructional Science Pub Date : 2023-01-01 Epub Date: 2023-03-14 DOI:10.1007/s11251-023-09625-9
Roee Peretz, Marina Tal, Effrat Akiri, Dov Dori, Yehudit Judy Dori
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引用次数: 2

Abstract

As science and technology create an ecosystem that is becoming increasingly more knowledge-intensive, complex, and interconnected, the next generation science standards include systems thinking and systems modeling among 21st skills that should be fostered. We examined the effect of an online cross-disciplinary learning process on the development of systems thinking and modeling skills among engineering students and engineering and science teachers. The study, which used quantitative and qualitative tools, included 55 participants who performed four food-related learning assignments and created conceptual models in Object-Process Methodology. Their responses to online assignments were analyzed along with their perceptions, captured via a reflection questionnaire. The online learning process in this study effectively enhanced systems thinking and modeling skills of all learners, including those with no relevant background. One main conclusion that extends beyond the online learning was that imparting the basics of systems thinking and conceptual modeling skills can be achieved even within a short period of time-less than one semester. The contribution of the study is the formation of theoretical and practical frameworks for the integration of an cross-disciplinary model-based systems engineering online assignments into engineering and science curricula.

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培养工程和科学学生和教师的系统思维和概念建模技能。
随着科学技术创造的生态系统越来越知识密集、复杂和相互关联,下一代科学标准将系统思维和系统建模纳入应培养的21世纪技能。我们研究了在线跨学科学习过程对工程学生、工程和科学教师系统思维和建模技能发展的影响。这项研究使用了定量和定性工具,包括55名参与者,他们完成了四项与食物相关的学习任务,并在对象过程方法论中创建了概念模型。通过反思问卷,分析了他们对在线作业的反应以及他们的看法。本研究中的在线学习过程有效地提高了所有学习者的系统思维和建模技能,包括那些没有相关背景的学习者。一个超越在线学习的主要结论是,即使在不到一个学期的短时间内,传授系统思维和概念建模技能的基础也可以实现。该研究的贡献是形成了理论和实践框架,将基于跨学科模型的系统工程在线作业整合到工程和科学课程中。
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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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