Observing Complex Systems Thinking in the Zone of Proximal Development

• In Event: Developing Evidence of Understanding Complex Systems

Abstract

Our poster addresses an important challenge that arises when evaluating students’ complex systems learning: how to disentangle student understanding from support provided by the teacher and other features of the learning environment. Our prior work has examined early elementary students learning about honeybees collecting nectar from a complex systems perspective (Danish, 2009b; Danish, Peppler, Phelps, & Washington, 2011; Danish, Saleh, & Andrade, 2013). These interventions have involved scaffolded inquiry using BeeSign, a computer simulation about honeybees collecting nectar, along with other activities designed to help students recognize and discuss the key features of the system. Thus, when a student explains the behavior of a bee either during the intervention or an interview, and expresses concepts such as feedback loops to do so, it is often difficult to determine whether this reflects their understanding, or the support of the environment (e.g., software, teacher, peers) at that moment.
To explore the relationship between students’ observable understanding and these support structures, we analyze students’ systems thinking from the perspective of the Zone of Proximal Development (Zoped; Vygotsky, 1978). The Zoped is a measure of the difference between what a student can accomplish alone, and what they can accomplish with the help of a more knowledgeable other, where the “other” can people, technology, and context (Chaiklin, 2003; Cole, 1985; Rogoff & Wertsch, 1984). In the present analysis, we employ the Zoped in an effort to explore how “assistance” from teachers, peers, or software contributes to the normative content of student answers about complex systems, allowing us to assess both their knowledge and the support they are receiving as they present it. Furthermore, we believe the Zoped can help in rethinking individual differences and change over time by identifying students who are first encountering content, who are within their Zoped (i.e., able to engage with support) and for whom the knowledge is “fossilized” or already learned.
Data is drawn from a short intervention (N=30) where first and second graders learned about honeybees collecting nectar through either scaffolded inquiry with BeeSign (Danish, 2009a) or through reading a book about bees. Interview responses were coded to reflect an awareness of the complex systems concepts and accuracy in describing honeybee behavior. A similar scheme was also applied to discourse during the intervention. Student responses were then categorized based on the level and type of guidance provided. The resulting coding scheme allows us to position students along a trajectory of understanding, and provides insights into where students may need additional support.
For example, when asked to predict based on the flight pattern of bees whether those bees had danced in the hive, some students voluntarily contributed a description of the feedback loop and iteration necessary to produce the observable pattern, while others did so only after prompting. A small subset of students never presented such details regardless of support. Our poster will summarize patterns of student responses along with the support that helped make them possible, illustrating how the Zoped provides insights into categorizing them along trajectories of understanding.

Authors

• Joshua Adam Danish, Indiana University

• Asmalina Saleh, Indiana University - Bloomington

• Alejandro Andrade, Indiana University - Bloomington

• Branden J Bryan, Indiana University