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1.
Lauren Barth-Cohen 《Instructional Science》2018,46(5):681-705
One line of research on student understanding of complex systems has tended to emphasize discontinuities between common misconceptions and relatively more sophisticated understandings. Other work has focused on instruction while acknowledging the existence of other ways of understanding complex systems, but less emphasis has been on examining the knowledge structures within these intermediate ways of understanding. This study takes a microgenetic approach to examining student’s explanations for the behavior of complex systems. Using the Knowledge-in-Pieces epistemological perspective, the analysis documents a continuity of reasoning patterns across less prototypically centralized and more prototypically decentralized (a more sophisticated causality) explanations while explaining the movement of sand dunes. The first analysis examines 31 interviews and shows that many reflected a general reasoning pattern that encompassing some combination of an initial centralized explanation, a final decentralized explanation, and transitional explanations. A second analysis examines a single student’s reasoning pattern and finds that the activation of relevant intuitive knowledge pieces (p-prims) and transitional explanations function as threads of continuity across the continuum of reasoning patterns. These findings suggest that students are able to exhibit a continuity of reasoning patterns across centralized to decentralized causality and are able to access productive intuitive knowledge about complex systems that are applicable to both the macro and micro levels of sand dune movement. Implications suggest that future research investigate these transitional explanations along with the mechanisms of shifting explanations that can account for this robust continuum. 相似文献
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Introductory electromagnetism is a central part of undergraduate physics. Although there has been some research into student
conceptions of electromagnetism, studies have been sparse and separated. This study sought to explore second year physics
students’ conceptions of electromagnetism, to investigate to what extent the results from the present study are similar to
these results from other studies, and to uncover any new forms of alternative conceptions. Data for this study came from 15
in-depth interviews. Three previously unreported alternative conceptions were identified in the study: 1) induced current
varies proportionately with current in solenoid; 2) there must be contact between magnetic flux and the external coil in order
for any emf to be induced in the coil; 3) coulombic or electrostatic potential difference is present in an induced electric
field. These alternative conceptions were manifested in these students’ explanations of electromagnetic phenomena presented
to them during the interviews. 相似文献
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Russell Tytler 《International Journal of Science Education》2013,35(8):901-927
Case studies have been constructed of primary school children's developing explanations of a range of air pressure phenomena. A range of conceptions relating to air pressure have been identified, and insights gained concerning the way these interrelate over time and over context. It was found that children are naturally generative in their construction of explanations, but that they use conceptions in quite complex and fluid ways. It is argued that naive conceptions maintain a valuable function as intuitive recognition elements that feed more sophisticated conceptions, and that generating a satisfying explanation for a phenomenon can involve having access to a range of interrelated conceptions. A range of contextual factors were identified, which influence the construction of explanations, and can act as barriers to the application of scientific conceptions. 相似文献
5.
Keith S. Taber 《International Journal of Science Education》2013,35(8):1027-1053
Many studies into learners’ ideas in science have reported that aspects of learners’ thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner’s memory and accessed in certain contexts. Other researchers have suggested that learners’ ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or ‘p‐prims’). This ‘knowledge‐in‐pieces perspective’ (largely developed from studies of student thinking about physics topics), and the ‘alternative conceptions perspective’, suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the ‘knowledge‐in‐pieces’ and ‘alternative conceptions’ perspectives co‐exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p‐prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a ‘refutable variant’ of a progressive research programme in learning science. 相似文献
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This study reports how children switch from intuitive to scientific models of explanation of motion when the numerical conditions in the presented problem are changed. Previous studies have suggested that student knowledge of mechanics may be compartmentalized: their everyday intuition serves in everyday contexts and their scientific model is activated, if ever, in academic contexts. In this study we investigate a case where significant numbers of students appear to draw on different models of motion in what is essentially the same, academic context, i.e. the prediction of the motion of a block on a smooth surface under the action of horizontal forces. Many students exhibit combinations of Aristotelian-like intuitions and Newtonian conceptions depending on the magnitudes of the quantities involved. The students' experience of being taught Newtonian theory in mathematics and physics has small but significant effects on the explanations they offer. The notion of anchoring and bridging is re-examined as a teaching strategy in such situtions. 相似文献
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Haluk Özmen GÖkhan DemİrcİoĞlu Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(1):1-24
The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined
with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth
grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry.
In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group
(N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest
research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified
in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord
with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of
0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional
groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews
conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in
the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps
student link concepts, and reduces their alternative conceptions. 相似文献
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Many researchers have stressed the importance of qualitative understanding of physical phenomena, particularly in the context of exploratory learning environments. Qualitative understanding proves to be a major part of the expert's ability to solve complex problems in physics. Some researchers think that this kind of reasoning, far from being specific to experts' knowledge, also characterizes intuitive understanding and plays a part in the transition from intuitive knowledge to more expert knowledge. It is therefore important to help students develop their qualitative reasoning and extend their existing useful conceptions. This paper presents a task analysis of a computer microworld of force and motion problems that allows students to gain a qualitative understanding of some aspects of vector algebra. The aim of the task analysis being to develop a qualitative curriculum for exploratory learning, we tried to represent the knowledge to be acquired in such a way as to promote the progressive conceptual understanding of some basic aspects of Newton's laws of motion, taking into account students' intuitive knowledge about physics. The task analysis was undertaken prior to the experimental study in order to provide guidance for students in their exploration of the microworld. The experimental work allows us to validate and extend the a priori analysis. 相似文献
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This study explores general‐chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature‐based conceptual change methods. Fifty‐two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web‐based instrument consisting of open‐ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n = 6); these respondents amplified their views in separate, researcher‐led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self‐reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211–217, 1982) to stimulate conceptual change. Instructor‐identified student alternate conceptions were congruent with literature‐reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1112–1134, 2005 相似文献
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A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed. 相似文献
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Aguiar Muambalane Baquete Diane Grayson Inocente Vasco Mutimucuio 《International Journal of Science Education》2016,38(1):1-16
Indigenous knowledge is at risk of being lost in many parts of the world. It is important to find ways to preserve it for both cultural and practical reasons, since it is often well-suited to addressing local needs using available resources. If indigenous knowledge can be incorporated into school science curricula, it can also provide familiar contexts within which to learn scientific concepts, as well as helping the younger generation to recognise its value. The purpose of this study was to identify indigenous knowledge that could be related to physics concepts, with a view to integrating it into school curricula. Twenty-nine senior citizens from Chókwé, a rural village in Mozambique, volunteered to participate in two sets of in-depth interviews. The first set of interviews was individual and unstructured in order to explore which aspects of indigenous knowledge might be related to physics concepts. The second set was semi-structured and conducted in small groups in order to probe participants’ understanding and application of the identified physics concepts. The results showed that participants had indigenous knowledge that was useful to them in their daily lives and that were applications of thermal physics, static electricity and mechanics concepts. In some cases participants’ explanations were aligned to physics explanations, in some cases they were similar to students’ alternative conceptions identified in the literature, and in other cases they referred to supernatural phenomena. 相似文献
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Keith S. Taber 《International Journal of Science Education》2013,35(8):1001-1014
Pre‐university chemistry students were found to consider that an atomic nucleus gives rise to a certain amount of attractive force which is shared equally among the electrons. Students used this ‘conservation of force’ principle in their explanations of such phenomena as patterns in ionization energy. It is suggested that teachers of chemistry should be aware that although they may be using conventional electrostatic principles in their presentations, their students may be reinterpreting their explanations through this alternative conception. The present research concerns the interface between two scientific disciplines (chemistry and physics) and suggests that learners do not readily integrate their knowledge across such domains. It is mooted that more research into how such demarcations encourage learners to compartmentalize their knowledge may prove fruitful. 相似文献
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A range of studies conducted since the late 1970s have sought to describe students' conceptions of learning, and more recently, teachers' conceptions of teaching. These studies, using what has come to be known as the phenomenographic approach, have identified conceptions of teaching, and conceptions of learning which have had a significant impact on the teaching-learning culture of higher education institutions in many parts of the world. The study reported here contributes to our understanding of student learning, describing it from the viewpoint of lectures from a range of disciplines. From the viewpoint of these lectures student learning was seen variously as: acquiring knowledge through the use of study skills; the absorption of new knowledge and being able to explain and apply it; the development of thinking skills and the ability to reason; developing the competencies of beginning professionals; changing personal attitudes, beliefs or behaviours in responding to different phenomena; and a participative pedagogic experience. The relationship between these conceptions and previously identified conceptions of teaching and learning is discussed. 相似文献
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We examine third year university physics students' use of models when explaining familiar phenomena involving interaction between metals and electromagnetic radiation. A range of scientific models are available to explain these phenomena. However, explanations of these phenomena tend not to be used as exemplars of scientific models within undergraduate physics education. The student sample is drawn from six universities in UK and Sweden. These students have difficulties in providing appropriate explanations for the phenomena. Many students draw upon the Bohr model of isolated atoms when explaining light emission of metals. The students tend not to recognize that atoms in metals interact to give an electronic structure very different from that of the isolated atom. Few students use a single model consistently in their explanations of these related phenomena. Rather, students' use of models is sensitive to the context in which each phenomenon is presented to them. 相似文献
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Vicente Talanquer 《International Journal of Science Education》2013,35(18):2393-2412
The central goal of our study was to explore the nature of the explanations generated by science and engineering majors with basic training in chemistry to account for the colligative properties of solutions. The work was motivated by our broader interest in the characterisation of the dominant types of explanations that science college students use to make sense of phenomena under conditions of limited time and limited explicit knowledge about a topic. Explanations were collected in written form using two different quizzes that students completed under time constraints at the end of a two‐semester general chemistry course. Our study revealed that students’ ability to generate causal/mechanical explanations depended on the nature of the task. In general, students were more inclined or able to generate mechanistic explanations to account for boiling‐point elevation and freezing‐point depression than to make sense of osmotic flow. The analysis of the types of causal explanations built by the study participants suggests that students may be biased towards some causal models or explanatory modes characterised as causal‐additive and causal‐static in our work. A large proportion of the students built non‐causal teleological explanations to account for osmotic flow. None of the participants in our study used a dynamic model of matter as the basis for their explanations of any of the relevant phenomena; the idea of an underlying random process that is taking place at all times giving rise to emergent properties and behaviours was completely absent from their intuitive reasoning under conditions of limited time and knowledge. 相似文献
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Intuitive conceptions in mathematics guide the interpretation of mathematical concepts. We investigated if they bias teachers’ conceptions of student arithmetic word problem solving strategies, which should be part of their pedagogical content knowledge (PCK). In individual interviews, teachers and non-teaching adults were asked to describe students’ strategies in situational contexts within or outside the scope of the intuitive conception. The results revealed that teachers relied on their PCK and identified student strategies; however, in the presence of the intuitive conception, their PCK was overshadowed and they ceased to differ significantly from non-teachers. This brings the attention to certain biases that can have a strong impact on teachers’ efficient use of PCK. 相似文献
20.
《学习科学杂志》2013,22(2):115-163
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts and under different conditions. We provide an initial sketch of a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a complex systems view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive. 相似文献