A Comparison of Reasoning Processes in a Collaborative Modelling Environment: Learning about genetics problems using virtual chat

Abstract

This study investigated the possible activation of different types of model‐based reasoning processes in two learning settings, and the influence of various terms of reasoning on the learners’ problem representation development. Changes in 53 students’ problem representations about genetic issue were analysed while they worked with different modelling tools in a synchronous network‐based environment. The discussion log‐files were used for the “microgenetic” analysis of reasoning types. For studying the stages of students’ problem representation development, individual pre‐essays and post‐essays and their utterances during two reasoning phases were used. An approach for mapping problem representations was developed. Characterizing the elements of mental models and their reasoning level enabled the description of five hierarchical categories of problem representations. Learning in exploratory and experimental settings was registered as the shift towards more complex stages of problem representations in genetics. The effect of different types of reasoning could be observed as the divergent development of problem representations within hierarchical categories.

Acknowledgements

This research was supported by the ESF grant 5996 and MER funding 0182542s05. The authors express their appreciation for the cooperation and assistance of Kristjan Adojaan in programming the model, of Arle Puusepp for assistance, and of the Estonian science teachers and the students of the in‐service course 2002–2003.