Explaining systems: Investigating middle school students' understanding of emergent phenomena

By David E. Penner. 2000

178 citations recorded by the source corpus.

Subfields: Astronomy and Astrophysics, Cognitive Neuroscience, History and Philosophy of Science

View Paper: https://www.semanticscholar.org/paper/635280cf64c6455b91d8c6ac14423e46582fb34d

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In Astronomy and Astrophysics

In Cognitive Neuroscience

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Citations in the corpus

Models and Modelling: Routes to More Authentic Science Education (2004, background): “Penner (2000) has discussed the issues involved and reported that this relationship cannot be established by grade 6 students.”
The Role of Domain-Specific Knowledge in Generative Reasoning About Complicated Multileveled Phenomena (2007, background): “As Penner (2000) noted in his paper more research is needed to clarify the nature of the interaction between domain-specific and domain-general understandings of complex systems.”
System thinking and feeding relations: learning with a live ecosystem model (2012, background): “To overcome some of the difficulties, diverse instructional modes are continually being developed to help students experience basic systemic concepts and principles from middle school on (Jacobson and Wilensky 2006; Penner 2000; Wilensky and Resnick 1999).”
Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust (2005, background): “…and participatory simulations (Colella, 2000), as well as role-playing activities that model emergent processes (Resnick & Wilensky, 1998), and so forth (Penner, 2000; Resnick , 1994; 1996; Resnick and Wilensky, 1998; and Wilensky, 1995; Wilensky & Reisman, in press; Wilensky & Resnick, 1999).”
Development of system thinking skills in the context of earth system education (2005, background): “Another study that was conducted in a computer-supported environment is the Penner (2000), which focused on a small group of middle school students as they developed an understanding of 4 ASSARAF AND ORION Author Pro A emergent systems.”
Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions (2004, methodology): “A second study used a model of cellular automata (a self-contained universe with a small set of simple rules) to elicit learners' ways of thinking about emergence (Penner, 2000).”
Reasoning across Ontologically Distinct Levels: Students' Understandings of Molecular Genetics. (2007, background): “Many researchers have shown that students have difficulty reasoning across different organization levels in genetics (Horwitz, 1996; Marbach-Ad & Stavy, 2000; Stewart & Van Kirk, 1990), and in other contexts such as ecology, evolution, the respiratory system, and chemistry (Ferrari & Chi, 1998; Hmel”
Inventing a “Mid Level” to Make Ends Meet: Reasoning between the Levels of Complexity (2008, background): “Penner (2000) has found a similar bias among middle-school students as they reason about flocking geese and traffic jams at the start of an educational intervention.”
Modelling, teachers' views on the nature of modelling, and implications for the education of modellers (2002, background): “Recent work by Penner (2000) discussed the issues involved and reported that the relationship of micro to macro cannot be satisfactorily made by grade 6 students.”
Learning to Understand the Forms of Causality Implicit in Scientifically Accepted Explanations (2003, background): “Resnick and others (e.g., Penner, 2000; Resnick, 1994; Wilensky & Resnick, 1999) have demonstrated across a number of topics that students find it difficult to reason about macro-level properties that emerge in systems as a result of micro-level interactions.”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Other researchers have examined data models (e.g., Lehrer & Schauble, 2004), emergent models (e.g., Penner, 2000), or focused on the analogical or cognitive aspects of models and modeling (e.g., Harrison & Treagust, 2000).”