This work is co-funded by the EC within FP7, Project no. 231526, http://www.DynaLearn.eu

DynaLearn Learning conceptual

knowledge

Bert Bredeweg

University of Amsterdam, Netherlands B.Bredeweg@uva.nl

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

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Context  (e.g.  Physics)  

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Context  (e.g.  Physics)  

Text  books  a.o.  resources  

Teachers   Models  &  simulation  

Assignments  

Investigate Reflect

Create Discuss

Ask

Inquiry-­‐based  

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

http://www.DynaLearn.eu

But does it work?���Study with 212 MIT graduate students

Scenario (goal): • CO2 in atmosphere stabilizes in 2100.

• Sketch the likely CO2 emissions • Sketch the likely net removal

Example  

Sterman, J.D. (2008). Risk Communication on Climate: Mental Models and Mass Balance, Science, Vol. 322, pp. 532-533.

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Incorrect answer by���84% of MIT graduate students  

http://www.DynaLearn.eu

Incorrect answer by���84% of MIT graduate students  

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

http://www.DynaLearn.eu

What  is  the  problem?  Conceptual  knowledge  is  implicit…  

Causality?  

Distinct  states?  

Structure  or  Behaviour?  

Processes?  

Force  causes  Acceleration  

Ice  /  Water  /  Steam   Heat-­‐Olow  /  Boiling  

Car  versus  Velocity  

Something is missing…

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

http://www.DynaLearn.eu

BeeHabitat

Live inHuman

Live in

FoodLive in

Size

ZpPlusZero

Death

ZpPlusZero

Birth

ZpPlusZero

Pesticide

IInterval

Number of

ZpPlusZero

Technology

ZpPlusZero

SizeZpPlusZero

Creating  conceptual  knowledge  

http://www.DynaLearn.eu

Working  with  conceptual  knowledge  –  An  impression…  

Model

Carbon dioxide Plant populationGlobal population

Atmosphere

AbsorbsEmitsContains

Amount

ZscdDangerousCriticalSomeZero

Photosynthesis !

ZpPlusZero

Carbon emissions

ZpPlusZero

Energy use !

ZpPlusZero

Physical  structure  

Behaviour  

http://www.DynaLearn.eu

Working  with  conceptual  knowledge  –  An  impression…  

Model

Carbon dioxide Plant populationGlobal population

Atmosphere

AbsorbsEmitsContains

Amount

ZscdDangerousCriticalSomeZero

Photosynthesis !

ZpPlusZero

Carbon emissions

ZpPlusZero

Energy use !

ZpPlusZero

Value history

Carbon dioxide: Amount

ZeroSomeCriticalDangerous

1 2 3 4 5

Global population: Carbon emissions

ZeroPlus

1 2 3 4 5

Global population: Energy use

ZeroPlus

1 2 3 4 5

Plant population: Photosynthesis

ZeroPlus

1 2 3 4 5

State-graph

1

2

3 4 5

Agent  Entity  

Quantity  Causality  Causality  

Three  distinct  behaviour  paths  

Distinct  values  

Logical foundation

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The  DynaLearn  solution  

•  Learning  by  Conceptual  modelling  –  Systems  thinking  – Concepts  – Active  (incl.  inquiry)  – ReOlective  

State

Landmark Cause Propagation

Quantity Structure Behavior

Feedback

Qspace

Ambiguity Behavior-path

Process Agent

http://www.DynaLearn.eu

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

http://www.DynaLearn.eu

Does  it  work?  

•  Evaluation  studies  show  that  DynaLearn:  –  Is  usable  from  secondary  education  onwards  – Can  be  used  to  learn  domain  knowledge  – Contributes  to  systems  thinking  – Allows  gradual  acquisition  of  modelling  expertise  (using  6  learning  spaces)  

– Motivates  students  towards  learning  science    

Mioduser et al., 2012. Final report on DynaLearn evaluation studies. Deliverable 7.4, DynaLearn, EU FP7 project 231526.

http://www.DynaLearn.eu

Outline  

•  Context  •  Problem  (evaluation  study)  •  Problem  (cause)  •  Our  solution  •  Does  it  work?  •  Call  for  collaboration  

Move  beyond  the  proof  of  concept  

Establish  more  value  in  classrooms  

http://www.DynaLearn.eu

Call  for  collaboration!  

•  Work  with  speciOic  teachers  in  Europe  –  Secondary  education  –  Biology  /  Physics  /  Computer  science  /  Interdisciplinary    –  Inquiry-­‐based  approach  (?)  

•  To  work  on:  –  Developing  the  learning  experience  

§  Scenario’s  &  Questions,  Assignments,  Example  models,  etc...  –  Classroom  implementation  &  evaluation  

•  Support  from  us:  –  Co-­‐development  &    Online  coaching  

B.Bredeweg@uva.nl

Preferably  1st  half  of  2015  

http://www.DynaLearn.eu

Overview  paper  

Bredeweg, et al. (2013). DynaLearn – An Intelligent Learning Environment for Learning Conceptual Knowledge, AI

Magazine, 34(4), 46-65.

B.Bredeweg@uva.nl