Source: http://deniz.eseryel.com/model-facilitated-inquiry-learning-to-promote-understanding-complex-science-systems.html
Timestamp: 2019-04-21 18:37:12+00:00

Document:
Model-Facilitated Inquiry Learning to Promote Understanding Complex Science Systems - Deniz Eseryel, Ph.D.
How do ecological physical, and chemical processes work together to govern the flows of biologically active molecules such as CO2, N, P, and so on? Why are the ecosystems in the waters off two neighboring Aleutian Islands so different? How does the immune system respond to constantly changing bacterial and viral invaders? These questions point to phenomena that are regarded as complex systems. Complex systems are best characterized by interconnected components whose behavior is not explained exclusively by the properties of their components. Rather, the behavior emerges from the interconnectedness of the components. Complex systems depend on feedback, respond to multiple causes and effects, involve multiple interconnected levels and operate at multiple time scales.
Understanding complex systems is fundamental to learning in many scientific domains such as physics, physiology, environmental biology, and ecology. For example, to develop a proper conceptual understanding in ecology, students must be able to understand the dynamic interrelationships among different organisms within and across species. However, prior research suggests that humans have difficulty in understanding and monitoring complex systems, which calls for complex, and sometimes also ill-structured, problem solving competencies.
This project investigates the effectiveness of various promising instructional strategies (such as question prompts, system dynamic model progression, model-building and model-using) to scaffold learners’ cognitive regulation and their development of complex problems-solving competencies in the context of a simulation-based inquiry learning environment that is developed to support 8th grade students’ understanding of complex lake ecology system.
*This study is still in progress. More details will be provided as soon as available.
Eseryel, D. (in press). Causal influence diagramming. In J. M. Spector (Ed). Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.
Eseryel, D., Ge, X., & Ifenthaler, D. (Eds.) (2013). Towards innovation in complex problem solving research: Implications for instructional design and technology. Special Issue for Educational Technology Research & Development, 61(3).
Eseryel, D. & Law, V. (2012). Effect of cognitive regulation in understanding complex science systems during simulation-based inquiry learning. Technology, Instruction, Cognition, & Learning, 9(1-2), 111-132.
Eseryel, D. & Law, V. (2010). Promoting learning in complex systems: Effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment. In S. R. Goldman, J. Pellegrino, K. Gomez, L. Lyons, J. Radinsky (Eds). Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (Vol. 1, pp. 1111-1118). Chicago, IL.
Eseryel, D. & Law, V. (in progress). Model-facilitated approaches to scaffold complex problem solving in simulation-based inquiry science learning. Educational Technology Research & Development.
Eseryel, D. (in progress). Learning in and about complex systems. Effect of question prompts versus model-progression as cognitive-regulation scaffolds in simulation-based inquiry-learning environment. Science Education.
Eseryel, D. & Law, V. (in progress). Complexity, cognitive regulation, and understanding of a complex science system. Contemporary Educational Psychology.
Eseryel, D. (2015). Effects of system dynamics based model-facilitated inquiry learning on understanding complex systems. Paper to be presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, April 16-20, 2015.
Eseryel, D. (2013). Scaffolding to support complex ecological problem solving in simulation environments. Paper presented at IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Forth Worth, Texas, October 22-24, 2013.
Law, V. & Eseryel, D. (2012). Complexity, cognitive regulation, and understanding of a complex science system. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, British Columbia, Canada, April 13-17, 2012.
Eseryel, D. (2011). Complex problem solving research: Current state and future directions. Panel session presented at the 2011 Annual Convention of Association for Educational Communications and Technology, Jacksonville, FL, November 8-12, 2011.
Ge, X. & Eseryel, D. (2011). Scaffolding Complex problem solving: Current state and future directions. Panel session presented at the 2011 Annual Convention of Association for Educational Communications and Technology, Jacksonville, FL, November 8-12, 2011.
Ge, X., Ifenthaler, D., & Eseryel, D. (2011). Assessing complex problem solving – Theories, Methods, and Tools. Panel presented at the Annual Meeting of the American Educational Research Association, New Orleans, LO., April 8-12, 2011.
Eseryel, D. (2011). Model-facilitated approaches to scaffolding complex problem solving. Paper presented at the 2011 Annual Convention of Association for Educational Communications and Technology, Jacksonville, FL, November 8-12, 2011.
Eseryel, D. (2011). Cognitive processes underlying complex problem solving. Paper presented at the 2011 Annual Convention of Association for Educational Communications and Technology, Jacksonville, FL, November 8-12, 2011.
Law, V. & Eseryel, D. (2011). Cognitive regulation in a simulation-based inquiry learning environment. Paper presented at the 2011 Annual Convention of Association for Educational Communications and Technology, Jacksonville, FL, November 8-12, 2011.
Eseryel, D. & Law, V. (2010). Promoting learning in complex systems: Effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment. Paper presented at the 9th International Conference of the Learning Sciences, Chicago, IL, June 29-July 2, 2010.
2010 Young Researcher Award AERA - SIG Instructional Technology for Eseryel, D. (2010). Facilitating learning in complex ecology systems: Effect of question prompts versus system dynamics model progressions as cognitive regulation scaffolds in a simulation-based inquiry-learning environment.

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