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https://hdl.handle.net/20.500.14094/90006315
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2024-04-27
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90006315 (fulltext)
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メタデータID
90006315
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open access
出版タイプ
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タイトル
Comparison between behavioral and structural explanation in learning by model-building
著者
Horiguchi, Tomoya ; Masuda, Tetsuhiro ; Tomoto, Takahito ; Hirashima, Tsukasa
著者ID
A1597
研究者ID
1000000294257
KUID
https://kuid-rm-web.ofc.kobe-u.ac.jp/search/detail?systemId=4a5b587c639228af520e17560c007669
著者名
Horiguchi, Tomoya
堀口, 知也
ホリグチ, トモヤ
所属機関名
海事科学研究科
著者名
Masuda, Tetsuhiro
著者名
Tomoto, Takahito
著者名
Hirashima, Tsukasa
収録物名
Research and Practice in Technology Enhanced Learning
巻(号)
14
ページ
6-6
出版者
SpringerOpen
刊行日
2019-03-18
公開日
2019-09-06
抄録
In science education, building models of dynamical systems is a promising method for understanding various natural phenomena and artifacts with scientific concepts. It is, however, difficult to learn skills and concepts necessary for modeling. Though several model-building learning environments (MBEs) have been developed with potentially useful methods for assisting students, the verification of them has been limited so far. Most studies evaluated their effectiveness by measuring the degree of model completion by students, or total learning effect that consists of several types of assistance. In this study, we investigated how students learn modeling skills and concepts of system dynamics through modeling dynamical systems, focusing on how students’ behavior and understanding are influenced by the type of assistance and students’ prior knowledge. We implemented the function that detects the difference of a model by students from the correct model and gives one of the two types of feedback: structural explanation indicates structurally erroneous parts of a model by students to promote students’ model completion, while behavioral explanation suggests erroneous behavior of a model by students to promote students’ understanding about the cause of error. Our experiment revealed the following: (1) Students assigned to structural explanation showed high model completion, but their understanding depended on whether they used the feedback appropriately or not. (2) Students assigned to behavioral explanation showed less model completion, but once they completed models, they acquired a deeper understanding.
キーワード
Learning by modeling
Model-building learning environment
System dynamics
Adaptive feedback
Behavioral explanation and structural explanation
カテゴリ
海事科学研究科
学術雑誌論文
権利
© The Author(s). 2019
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
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資源タイプ
journal article
言語
English (英語)
eISSN
1793-7078
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関連情報
DOI
https://doi.org/10.1186/s41039-019-0101-8
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