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1.
The research issue in this study is how to structure collaborative learning so that it improves solving physics problems more than individual learning. Structured collaborative learning has been compared with individual learning environments with Schoenfeld’s problem‐solving episodes. Students took a pre‐test and a post‐test and had the opportunity to solve six physics problems. Ninety‐nine students from a secondary school in Shanghai participated in the study. Students who learnt to solve problems in collaboration and students who learnt to solve problems individually with hints improved their problem‐solving skills compared with those who learnt to solve the problems individually without hints. However, it was hard to discern an extra effect for students working collaboratively with hints—although we observed these students working in a more structured way than those in the other groups. We discuss ways to further investigate effective collaborative processes for solving physics problems. 相似文献
2.
College students often experience difficulties in solving physics problems. These difficulties largely result from a lack of conceptual understanding of the topic. The processes of conceptual learning reflect the nature of the causal reasoning process. Two major causal reasoning methods are the covariational and the mechanism‐based approaches. This study was to investigate the effects of different causal reasoning methods on facilitating students’ conceptual understanding of physics. 125 college students from an introduction physics class were assigned into covariational group, mechanism‐based group, and control group. The results show that the mechanism‐based group significantly outperformed the other two groups in solving conceptual problems. However, no significant difference was found in all three groups performance on solving computational problems. Speculation on the inconsistent performance of the mechanism‐based group in conceptual and computational problem solving is given. Detailed analyses of the results, findings, and educational implications are discussed 相似文献
3.
This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners’ reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students’ general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles. 相似文献
4.
Henk J. Pol Egbert G. Harskamp Cor J. M. Suhre Martin J. Goedhart 《Journal of Science Education and Technology》2008,17(4):410-425
Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving
skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program
that supports students in developing their strategic knowledge in combination with support at the level of content knowledge.
The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be
answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice
time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use
effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness
of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students. 相似文献
5.
David H. Jonassen Ioan Gelu Ionas 《Educational technology research and development : ETR & D》2008,56(3):287-308
Causal reasoning represents one of the most basic and important cognitive processes that underpin all higher-order activities,
such as conceptual understanding and problem solving. Hume called causality the “cement of the universe” [Hume (1739/2000).
Causal reasoning is required for making predictions, drawing implications and inferences, and explaining phenomena. Causal
relations are usually more complex than learners understand. In order to be able to understand and apply causal relationships,
learners must be able to articulate numerous covariational attributes of causal relationships, including direction, valency,
probability, duration, responsiveness, as well as mechanistic attributes, including process, conjunctions/disjunctions, and
necessity/sufficiency. We describe different methods for supporting causal learning, including influence diagrams, simulations,
questions, and different causal modeling tools, including expert systems, systems dynamics tools, and causal modeling tools.
Extensive research is needed to validate and contrast these methods for supporting causal reasoning. 相似文献
6.
What strategies do high school students use when solving chemistry problems? The purpose for conducting this study was to determine the general problem-solving skills that students use in solving problems involving moles, stoichiometry, the gas laws, and molarity. The strategies were examined for success in problem solving for 266 students of varying proportional reasoning ability, using interviews incorporating the think-aloud technique. Data were coded using a scheme based on Polya's heuristics. Results indicated that successful students and those with high proportional reasoning ability tended to use algorithmic reasoning strategies more frequently than nonsuccessful and low proportional reasoning students. However, the majority of all students solved the chemistry problems using only algorithmic methods, and did not understand the chemical concepts on which the problems were based. 相似文献
7.
Eva Jensen 《European Journal of Engineering Education》2014,39(4):391-411
If students really understand the systems they study, they would be able to tell how changes in the system would affect a result. This demands that the students understand the mechanisms that drive its behaviour. The study investigates potential merits of learning how to explicitly model the causal structure of systems. The approach and performance of 15 system dynamics students who are taught to explicitly model the causal structure of the systems they study were compared with the approach and performance of 22 engineering students, who generally did not receive such training. The task was to bring a computer-simulated predator-and-prey ecology to equilibrium. The system dynamics students were significantly more likely than the engineering students to correctly frame the problem. They were not much better at solving the task, however. It seemed that they had only learnt how to make models and not how to use them for reasoning. 相似文献
8.
Joerg Meyer 《Teaching Statistics》2020,42(1):17-21
Some situations are presented with perplexing properties, which become clearer by looking at contingency tables. This in turn leads to problems that can be solved using conditional frequencies and thus leading to the Bayes formula with natural frequencies or probabilities. 相似文献
9.
10.
This study investigated the effects of two context variables, ratio type and problem setting, on the performance of seventh-grade students on a qualitative and numerical proportional reasoning test. Six forms of the qualitative and numerical tests were designed, each form using a single context (one of two settings for each of three ratio types). Different ratio types appear to have a stronger impact on the difficulty of the qualitative and numerical proportional reasoning problems than small differences in problem setting. However, the familiarity of problem setting did show an increasingly large effect on qualitative reasoning as the difficulty of ratio type increased. We also investigated the nature of the relationships between rational number skills, qualitative reasoning about ratios, and numerical proportional reasoning. Qualitative reasoning appears to be sufficient, but not necessary for numerical proportional reasoning. The evidence for the requisite nature of rational number skills for proportional reasoning was equivocal. The implications of these findings for science education are discussed. 相似文献
11.
Research on adolescent problem solving was extended into the domain of statistical reasoning and potential biases in reasoning. In Experiment 1, adolescents solved everyday reasoning problems dealing with the "law of large numbers" and the "intuitive analysis of covariance." In each problem, evidence was presented that portrayed each participant's dominant career goal favorably or unfavorably. In Experiment 2, adolescents and young adults were presented "law of large numbers" evidence that was goal-threatening, goal-enhancing, or goal-neutral. In both experiments, statistical reasoning could be used to discredit the evidence. Results indicated that (1) adolescents and young adults found goal-enhancing evidence more convincing than goal-neutral evidence which, in turn, was perceived more favorably than goal-threatening evidence; (2) statistical reasoning was more frequent on goal-threatening problems than on goal-neutral and goal-enhancing problems; (3) intellectual ability was unrelated to the biases in adolescents' reasoning; (4) verbal ability was linked to "law of large numbers" reasoning, but no cognitive ability was systematically correlated with "analysis of covariance" reasoning; and (5) law of large numbers reasoning of young adults was superior to that of adolescents, but young adults were no less biased in their reasoning than adolescents. The potential functions and consequences of adolescents' biased reasoning, the relation of everyday reasoning to general intellectual abilities, and the influences of motivation and depth of processing are discussed. 相似文献
12.
Usha Goswami 《Child development》1991,62(1):1-22
Analogical reasoning in children has been measured in 2 ways, either using the classical a:b::c:d item analogy task found on IQ tests, or by asking children to solve target problems after learning about analogous problems and their solutions. Theories based on the 2 kinds of measure are discussed and the evidence for them is assessed. It is concluded that structural views of analogical development, which have traditionally suggested that analogical reasoning is late developing, are wrong. Knowledge-based accounts of what develops are more appealing but cannot completely explain failures on analogical tasks. An account of analogical development that allows early analogical competence but that also postulates the later development of metalogical skills may provide the best account of the data. 相似文献
13.
数学能力是基础性的认知能力,包括数量、空间和逻辑推理等认知能力。早期数学教育有助于在儿童发育和发展的关键期为儿童奠定认知和神经基础,从而培养儿童抽象而精确的数学思维能力与问题解决能力。脑与认知科学研究表明,儿童生来具有数的概念,体现在两个独立的数的核心表征系统,一是大数系统,模糊估计、粗略表征物体的数量幅度;二是小数系统,精确计数、清晰表征每一个物体。早期数学教育可以借鉴当前丰富的脑与认知科学研究成果,将科学理论和教学实践相结合,利用儿童先天具备的数学潜质,逐渐深入而广泛地培养儿童的数学技能。培养儿童的早期数学能力需要家庭、学校和社会的共同努力。 相似文献
14.
《信阳师范学院学报(哲学社会科学版)》2017,(3):16-20
因果关系对于自然科学和伦理学都有非常重要的意义,在自然科学中它表现为规律的客观必然性,而在实践领域中它关涉着自由、道德动机等伦理学范畴。"是和应该"与"德福一致"的问题,在伦理学中,表现为基于因果规律的逻辑困境,这种逻辑困境曾一度使伦理学被排除在科学领域之外。但在日常道德实践中确实存在一种因果形式,而且这个因果形式是支配个体道德行动的根本性思维,它表现在个体对道德动机的寻求上。 相似文献
15.
André Didierjean Evelyne Cauzinille-Marmèche 《European Journal of Psychology of Education - EJPE》1998,13(3):385-398
One of the “classical” ways of learning consists of studying examples of already solved problems. In two experiments, we analyzed the degree of abstraction of the knowledge used by ninth grade students to solve algebra problems after studying worked examples. The results showed that there are two processes underlying reasoning by analogy, one that uses abstract knowledge and another that involves case-based reasoning. Both experiments pointed out interindividual differences in the population under study: when given examples, some subjects seem to extract the structure of the solving process by comparing the worked examples, while others focus more on the specifics of each example. To these two processes correspond two levels of transfer: correctly solve problems that have the same structure as the examples, regardless of how similar they are, or be better at solving problems that resemble the examples the most. Experiment 2 used a dual-task paradigm to show that some subjects implement both processes, in which case the mental load is greater. This experiment also showed that both processes can lead to the long-term acquisition of the principles behind the examples. 相似文献
16.
Jean Julo 《European Journal of Psychology of Education - EJPE》1990,5(3):255-272
The concept of instability of representation, which has developed from observing pupils who experience difficulties whilst performing complex tasks, is used to measure the impact of a certain number of hints given in order to help solve mathematical problems. The purpose of these hints is to neutralize the effect of superficial elements of information and to anchor the representation which the subject forms of the problem to be solved. The hints used in the experiments fall into two categories: the simultaneous presentation of several variants of the problem, and the accomplishment of recognition tasks in the course of the solving process. The possibility of intervening during the cognitive functioning of the pupil by allowing him maximum autonomy in his choice and application of the solving process is questioned both from a didactic and a psychological point of view. 相似文献
17.
Considering the effect of planet’s number on the dynamic characteristics of the planetary gear system, a translation-torsion lumped-parameter model of 2K-H spur planetary gear system was established. Through the analysis of numerical solution, the results show that 1) When the planet’s number is more than 3, the order of the natural frequency will become the same; 2) When the planet’s number increases, the natural frequencies of planet mode remain invariant, but when it comes to rotational mode and translational mode, the higher order natural frequencies increase and the lower order natural frequencies decrease; 3) The planet’s number has a great impact on the higher order natural frequencies and a little impact on the lower order natural frequencies; and 4) To avoid the resonance, we can appropriately increase or decrease the number of the planet. 相似文献
18.
The aims of this study were to investigate the level of cognitive development of Afro-American students enrolled in general chemistry courses at the college level and to determine the strategies used by both successful and unsuccessful Afro-American students in solving specific types of stoichiometric problems. It was found that the choice of a strategy is not significantly related to cognitive development of the student in specific types of stoichiometric problems. However, the following trend was noted: Students who are formal-operational in thought are more likely to be successful when solving mole-volume problems and complex mole-mole problems than are their concrete-operational counterparts. Additionally, a systematic strategy proved to be successful for the students, regardless of the cognitive development, when balancing simple and complex chemical equations. Also, algorithmic/reasoning strategies were needed to solve the mole-volume problem. A higher level of cognitive development and reasoning may be crucial factors in solving the more sophisticated types of problems in stoichiometry. 相似文献
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20.
Mansoor Niaz 《International Journal of Science Education》2013,35(5):525-541
Achievement in science depends among other factors on hypothetico‐deductive reasoning ability, that is, developmental level of the students. Recent research indicates that the developmental level of students should be studied along with individual difference variables, such as Pascual‐Leone's M‐capacity (information processing) and Witkin's Cognitive Style (disembedding ability). The purpose of this study is to investigate reasoning strategies of students in solving chemistry problems as a function of developmental level, functional M‐capacity and disembedding ability. A sample of 109 freshman students were administered tests of formal operational reasoning, functional M‐capacity, disembedding ability and chemistry problems (limiting reagent, mole, gas laws). Results obtained show that students who scored higher on cognitive predictor variables not only have a better chance of solving chemistry problems, but also demonstrated greater understanding and used reasoning strategies indicative of explicit problem‐solving procedures based on the hypothetico‐deductive method, manipulation of essential information and sensitivity to misleading information. It was also observed that students who score higher on cognitive predictor variables tend to anticipate important aspects of the problem situation by constructing general figurative and operative models, leading to a greater understanding. Students scoring low on cognitive predictor variables tended to circumvent cognitively more demanding strategies and adopt others that helped them to overcome the constraints of formal reasoning, information processing and disembedding ability. 相似文献