Modeling is an important aspect of scientific problem-solving. How- ever, modeling is a difficult cognitive process for novice learners in part due to the high dimensionality of the parameter search space. This work investigates 50 college students’ parameter search behaviors in the context of ecological modeling. The study revealed important differences in behaviors of successful and unsuccessful students in navigating the parameter space. These differences suggest opportunities for future development of adaptive cognitive scaffolds to support different classes of learners
more »
« less
Cognitive Strategies for Parameter Estimation in Model Exploration
Virtual laboratories that enable novice scientists to construct,
evaluate and revise models of complex systems heavily involve
parameter estimation tasks. We seek to understand novice
strategies for parameter estimation in model exploration to
design better cognitive supports for them. We conducted a
study of 50 college students for a parameter estimation task in
exploring an ecological model. We identified three types of
behavioral patterns and their underlying cognitive strategies.
Specifically, the students used systematic search, problem
decomposition and reduction, and global search followed by
local search as their cognitive strategies
more »
« less
- Award ID(s):
- 1636848
- PAR ID:
- 10333008
- Date Published:
- Journal Name:
- Proceedings of the 43rd Annual Conference of the Cognitive Science Society
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Benjamin, Paaßen ; Carrie, Demmans Epp (Ed.)Open-ended learning environments (OELEs) have become an important tool for promoting constructivist STEM learning. OELEs are known to promote student engagement and facilitate a deeper understanding of STEM topics. Despite their benefits, OELEs present significant challenges to novice learners who may lack the self-regulated learning (SRL) processes they need to become effective learners and problem solvers. Recent studies have revealed the importance of the relationship between students' affective states, cognitive processes, and performance in OELEs. Yet, the relations between students' use of cognitive processes and their corresponding affective states have not been studied in detail. In this paper, we investigate the relations between studentsż˝f affective states and the coherence in their cognitive strategies as they work on developing causal models of scientific processes in the XYZ OELE. Our analyses and results demonstrate that there are significant differences in the coherence of cognitive strategies used by high- and low-performing students. As a result, there are also significant differences in the affective states of the high- and low-performing students that are related to the coherence of their cognitive activities. This research contributes valuable empirical evidence on studentsż˝f cognitive-affective dynamics in OELEs, emphasizing the subtle ways in which students' understanding of their cognitive processes impacts their emotional reactions in learning environments.more » « less
-
Designers can benefit from inspirational stimuli when presented during the design process. Encountering external stimuli can also lead designers to negative design outcomes by limiting exploration of the design space and idea generation. Prior work has investigated how specific features of inspirational stimuli can be beneficial or harmful to designers. However, the processes designers use to search for and discover inspirational stimuli leading to these outcomes are less known. The objective of this work is thus to better understand how designers search for inspirational design stimuli. Specifically, we investigate how factors such as designer expertise and search modality (e.g., text vs. visual-based) impact both explicit and implicit features during the search for design stimuli. A cognitive study was completed by novice and expert designers (seven students and eight professionals), who searched for design stimuli using a novel multi-modal search platform while following a think-aloud protocol. The multi-modal search platform enabled search using text and nontext inputs, and provided design stimuli in the form of 3D-model parts. This work presents methods to describe search processes in terms of three levels: activities, behaviors, and pathways, as defined in this paper. Our findings determine that design expertise and search modality influence search behavior. Illustrative examples are presented and discussed of search processes leading designers to both negative and beneficial outcomes, such as designers fixating on specific results or benefiting unexpectedly from unintentional inspirational stimuli. Overall, this work contributes to an improved understanding of how designers search for inspiration, and key factors influencing these behaviors.more » « less
-
null (Ed.)Open-ended programming increases students' motivation by allowing them to solve authentic problems and connect programming to their own interests. However, such open-ended projects are also challenging, as they often encourage students to explore new programming features and attempt tasks that they have not learned before. Code examples are effective learning materials for students and are well-suited to supporting open-ended programming. However, there is little work to understand how novices learn with examples during open-ended programming, and few real-world deployments of such tools. In this paper, we explore novices' learning barriers when interacting with code examples during open-ended programming. We deployed Example Helper, a tool that offers galleries of code examples to search and use, with 44 novice students in an introductory programming classroom, working on an open-ended project in Snap. We found three high-level barriers that novices encountered when using examples: decision, search, and integration barriers. We discuss how these barriers arise and design opportunities to address them.more » « less
-
Practice plays a critical role in learning engineering dynamics. Typical practice in a dynamics course involves solving textbook problems. These problems can impose great cognitive load on underprepared students because they have not mastered constituent knowledge and skills required for solving whole problems. For these students, learning can be improved by being engaged in deliberate practice. Deliberate practice refers to a type of practice aimed at improving specific constituent knowledge or skills. Compared to solving whole problems requiring the simultaneous use of multiple constituent skills, deliberate practice is usually focused on one component skill at a time, which results in less cognitive load and more specificity. Contemporary theories of expertise development have highlighted the influence of deliberate practice (DP) on achieving exceptional performance in sports, music, and various professional fields. Concurrently, there is an emerging method for improving learning efficiency of novices by combining deliberate practice with cognitive load theory (CLT), a cognitive-architecture-based theory for instructional design. Mechanics is a foundation for most branches of engineering. It serves to develop problem-solving skills and consolidate understanding of other subjects, such as applied mathematics and physics. Mechanics has been a challenging subject. Students need to understand governing principles to gain conceptual knowledge and acquire procedural knowledge to apply these principles to solve problems. Due to the difficulty in developing conceptual and procedural knowledge, mechanics courses are among those that receive high DFW rates (percentage of students receiving a grade of D or F or Withdrawing from a course), and students are more likely to leave engineering after taking mechanics courses. Deliberate practice can help novices develop good representations of the knowledge needed to produce superior problem solving performance. The goal of the present study is to develop deliberate practice techniques to improve learning effectiveness and to reduce cognitive load. Our pilot study results revealed that the student mental effort scores were negatively correlated with their knowledge test scores with r = -.29 (p < .05) after using deliberate practice strategies. This supports the claim that deliberate practice can improve student learning while reducing cognitive load. In addition, the higher the students’ knowledge test scores, the lower their mental effort was when taking the tests. In other words, the students who used deliberate practice strategies had better learning results with less cognitive load. To design deliberate practice, we often need to analyze students’ persistent problems caused by faulty mental models, also referred to as an intuitive mental model, and misconceptions. In this study, we continue to conduct an in-depth diagnostic process to identify students’ common mistakes and associated intuitive mental models. We then use the results to develop deliberate practice problems aimed at changing students’ cognitive strategies and mental models.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
