Understanding Complex Systems: Some Core Challenges

By C. Hmelo‐Silver, Roger Azevedo. 2006

376 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/625f85e3162846e89b501bb6322593e1280004c8

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

System thinking and feeding relations: learning with a live ecosystem model (2012, background): “Briefly, complex systems comprise numerous diverse components organized in a multilevel structure; these components interact dynamically, nonlinearly, and simultaneously, within or across levels, but such interactions are often implicit, with indirect causality (Hmelo-Silver and Azevedo 2006; Jacobs”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “…although, like adults, they often mis-categorise emergent events (Slotta & Chi, 2006), have difficulty integrating information across system levels (Hmelo-Silver & Azevedo, 2006), focus on perceptually salient and static components of the system (Hmelo-Silver & Pfeffer, 2004) and show preferences…”
Fish Swim, Rocks Sit, and Lungs Breathe: Expert-Novice Understanding of Complex Systems (2007, background): “Complex systems are characterized by multilevel organization, interconnections, heterogeneous components, and invisible dynamic processes (Ferrari & Chi, 1998; Hmelo-Silver & Azevedo, 2006; Wilensky & Resnick, 1999).”
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “Creating computer-based agents that can diagnose learners’ understanding and provide or fade scaffolding appropriately is an extremely difficult task (see Hmelo-Silver and Azevedo 2006; Lajoie and Azevedo 2006 for more detailed reviews of these challenges).”
Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? (2008, background): “As such, assessing the educational value of hypermedia represents an important step in understanding how students use these environments to learn about challenging topics (Azevedo 2002, 2005; Hmelo-Silver and Azevedo 2006; Jacobson and Wilensky 2006; Lajoie and Azevedo 2006).”
Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning (2018, background): “We have ignored much of the complexity and difficulty in doing mechanistic reasoning (e.g., Hmelo-Silver & Azevedo, 2006; Perkins & Grotzer, 2005).”
The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “Because of the continuous and reciprocal nature of teaching and learning (Hmelo-Silver and Azevedo 2006), it is difficult to label and classify instructional objectives.”