TY - GEN
T1 - Conceptual understanding of conceptual modeling concepts
T2 - 26th International Conference on Advanced Information Systems Engineering, CAiSE 2014
AU - van der Linden, Dirk
AU - Proper, Henderik A.
AU - Hoppenbrouwers, Stijn J.B.A.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - We discuss our investigation into the conceptual understanding that students have of common concepts used for conceptual modeling (e.g., actors, processes, goals). We studied if and how those understandings may change over time during a student's progress through their academic curriculum. To do so, we performed a longitudinal study with a group of students starting computing and information science studies at Radboud University Nijmegen. We followed them from the beginning of their studies as they learned new theories, techniques, and languages for modeling. We focused on investigating whether their conceptual understandings changed as they became acquainted with new languages and techniques, and whether there were correlations between the introduction of such educational stimuli and changes in their conceptual understanding. We discuss the seeming lack of connection between these stimuli and such changes, and reflect on what this means for the training of people in conceptual modeling.
AB - We discuss our investigation into the conceptual understanding that students have of common concepts used for conceptual modeling (e.g., actors, processes, goals). We studied if and how those understandings may change over time during a student's progress through their academic curriculum. To do so, we performed a longitudinal study with a group of students starting computing and information science studies at Radboud University Nijmegen. We followed them from the beginning of their studies as they learned new theories, techniques, and languages for modeling. We focused on investigating whether their conceptual understandings changed as they became acquainted with new languages and techniques, and whether there were correlations between the introduction of such educational stimuli and changes in their conceptual understanding. We discuss the seeming lack of connection between these stimuli and such changes, and reflect on what this means for the training of people in conceptual modeling.
KW - Conceptual modeling
KW - Conceptual understanding
KW - Learning modeling
KW - Longitudinal study
KW - Semantic differential
KW - Training of students
UR - http://www.scopus.com/inward/record.url?scp=84904558385&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84904558385
SN - 9783319078687
T3 - Lecture Notes in Business Information Processing
SP - 213
EP - 218
BT - Advanced Information Systems Engineering Workshops - CAiSE 2014 International Workshops, Proceedings
PB - Springer
Y2 - 16 June 2014 through 20 June 2014
ER -