dc.contributor.author | Louca, Loucas T. | en |
dc.contributor.author | Zacharia, Zacharias C. | en |
dc.contributor.author | Michael, Michalis | en |
dc.contributor.author | Constantinou, Constantinos P. | en |
dc.creator | Louca, Loucas T. | en |
dc.creator | Zacharia, Zacharias C. | en |
dc.creator | Michael, Michalis | en |
dc.creator | Constantinou, Constantinos P. | en |
dc.date.accessioned | 2017-07-27T10:42:42Z | |
dc.date.available | 2017-07-27T10:42:42Z | |
dc.date.issued | 2011 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38280 | |
dc.description.abstract | The purpose of this study was to develop a framework for analyzing and evaluating student-constructed models of physical phenomena and monitoring the progress of these models. Moreover, we aimed to examine whether this framework could capture differences between models created using different computer-based modeling tools; namely, computer-based programming environments which, in prior research, were found to differ in various aspects of the models constructed through them. We analyzed 220 computer-based models of physical phenomena developed by two groups of elementary-school students. Using open coding we developed a framework that includes five elements of scientific models that code for representations of: (i) the physical objects; (ii) the physical entities; (iii) the object behaviors; (iv) the interactions among physical objects, physical entities, and object behavior(s); and (v) the accuracy of the phenomenon depiction. The implementation of this framework confirmed that it can differentiate student-generated models according to their sophistication and structural components, independent of the computer-based programming environments used to create the models. | en |
dc.source | Journal of Educational Computing Research | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-79955149911&doi=10.2190%2fEC.44.2.c&partnerID=40&md5=14d7a448c9a6a07d8280bdb88cc87f4f | |
dc.title | Objects, entities, behaviors, and interactions: A typology of student-constructed computer-based models of physical phenomena | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.2190/EC.44.2.c | |
dc.description.volume | 44 | |
dc.description.issue | 2 | |
dc.description.startingpage | 173 | |
dc.description.endingpage | 201 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :10 | en |
dc.source.abbreviation | J.Educ.Comput.Res. | |
dc.source.other | Scopus | en |
dc.contributor.orcid | Constantinou, Constantinos P. [0000-0003-3183-4131] | |
dc.contributor.orcid | Zacharia, Zacharias C. [0000-0002-6381-0962] | |
dc.gnosis.orcid | 0000-0003-3183-4131 | |
dc.gnosis.orcid | 0000-0002-6381-0962 | |