Nonlinear Dynamic Systems of Science Student Cognition

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Advancing Theory and Practice in Science Teaching and Learning (Table 34)

Abstract

A critical problem with the examination of learning in education is that there is an underlying assumption that the dynamic systems associated with student information processing can be measured using static approaches. These static approaches do not provide sufficient ability to characterize the dynamics of learning. Much of the modern research within adjacent fields to education has embraced the idea that information processing and cognitive states are dramatically dynamic. This study examines the role of nonlinear dynamics as a descriptor of student learning. The purpose of this study is to establish explanatory mechanisms for understanding dynamic student cognitive processing. Data collection occurred using subject responses to the task sets presented in a serious educational game occurred using the DINA-N model.

Authors

• Richard Lamb, University of Georgia

• Ikseon Choi, Emory University

• Tosha L. Owens, East Carolina University