Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?

Kathy Malone, Anita Schuchardt

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Students need to be able to be able to develop their scientific reasoning
skills in secondary schools by collecting data and developing science models.
Internationally, a greater number of countries are developing nationwide standards
that require the use of hands-on approaches, the development and use of science
models by students and include final assessments of their scientific reasoning skills.
However, in biology classes this can be difficult due to the nature of the subjects.
This paper discusses the use of spreadsheet-based simulations within the context
a modelling-based pedagogical unit focused on population growth in introductory
secondary level biology classes. The effect of the implementation on students
scientific reasoning skills were assessed in terms of scientific reasoning sub-skills
as well as Piagetian reasoning levels within the context of a quasi-experimental
design study. The findings suggest that the implementation was successful with
the treatment cohort usually outperforming the comparison cohort.
Original languageEnglish
Title of host publicationComputer Supported Education
Subtitle of host publication11th International Conference, CSEDU 2019 Heraklion, Crete, Greece, May 2–4, 2019 Revised Selected Papers
EditorsH. Chad Lane, Susan Zvacek, James Uhomoibhi
Place of PublicationSwitzerland
PublisherSpringer Nature
Chapter14
Pages286 - 307
Number of pages21
Volume1220
ISBN (Electronic)978-3-030-58459-7
ISBN (Print)978-3-030-58458-0
DOIs
Publication statusPublished - 2020

Publication series

NameCommunications in Computer and Information Science
PublisherSpringer Nature
Volume1220

Fingerprint Dive into the research topics of 'Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?'. Together they form a unique fingerprint.

Cite this