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Explaining systems: Investigating middle school students' understanding of emergent phenomena
Author(s) -
Penner David E.
Publication year - 2000
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/1098-2736(200010)37:8<784::aid-tea3>3.0.co;2-e
Subject(s) - heuristics , mathematics education , macro , psychology , cognition , micro level , interpretation (philosophy) , science education , cognitive systems , cognitive science , epistemology , cognitive psychology , computer science , engineering , philosophy , civil engineering , economic impact analysis , neuroscience , programming language , operating system
Science, as with all cognitive activities, is fundamentally a matter of interpretation, sense‐making, and explanation. This study focused on a small group of middle school students as they developed understanding of a particular type of phenomena: emergent systems. Such systems are notable in that macro‐level properties emerge as the result of micro‐level interactions between system components. I describe students' initial understanding of emergent systems, as well as the ways in which their thinking came to reflect the following heuristics: (a) recognition that there may not be a singular causal force underlying the system; (b) distinguishing between micro‐ and macro‐levels of analysis; and (c) comprehending that even small changes at the micro‐level can have significant effects at the macro‐level (Resnick, 1994). I conclude by considering some implications for science education. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 784–806, 2000