Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/42770
Title: Investigating college and graduate students' multivariable reasoning in computational modeling
Authors: 國立臺灣師範大學科學教育研究所
Wu, H.-K.
Wu, P. H.
Zhang, W. X.
Hsu, Y. S.
Issue Date: 15-Apr-2013
Publisher: Wiley Periodicals
Abstract: Drawing upon the literature in computational modeling, multivariable reasoning, and causal attribution, this study aims at characterizing multivariable reasoning practices in computational modeling and revealing the nature of understanding about multivariable causality. We recruited two freshmen, two sophomores, two juniors, two seniors, four master's students, and four PhD students in atmospheric sciences as participants. Participants’ reasoning practices and understanding of multivariable causality were examined using semistructured interviews and recordings of their computer activities. Analyses show that participants with high expertise tended to take a mechanism approach to predict and identify relationships, focused more on multivariable relationships, and purposefully selected and tested variables. The findings also indicate that understanding about multiple causality involved recognition and identification of the integration rules of multiple effects and the attributes of variables (e.g., interactive and reciprocal) and relationships (e.g., direction and feedback loop). Additionally, this study suggests an interaction between participants’ reasoning practices and their understanding of multivariable causality; participants’ understanding about the integration rules and the attributes could initiate reasoning practices, and by the enactment of practices, the rules and attributes were confirmed and examined. This study provides insight into the nature of multivariable reasoning and the design of computer-based modeling tools.
URI: http://rportal.lib.ntnu.edu.tw/handle/77345300/42770
ISSN: 1098-237X
Other Identifiers: ntnulib_tp_C0702_01_026
Appears in Collections:教師著作

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