期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2020
卷号：16
期号：2
页码：1-13
DOI：10.29333/ejmste/112582
出版社：Pamukkale Univ Dept Sci Education
摘要：Feedback loop reasoning is an important stepping-stone toward systems thinking. To
date, studies on feedback loop reasoning in ecology have focused on college students,
while only a limited effort has been made to investigate a more general systems
thinking of students at the lower elementary level. The goal of this study is to
investigate how elementary students reason about feedback loop relationships among
interdependent organisms (predator-prey), and address the knowledge sources of
students as part of context of reasoning about this topic. This study was conducted in
three countries, with 128 first through fourth grader participants from Japan, Lebanon,
and the United States. These students participated in semi-structured clinical interviews
focusing on the predator-and-prey relationships. We found that the majority of
students used one-way causal reasoning, and only a few students reasoned using twoway
causality with multiple feedback loops in the predator-prey relationship.
