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René Amigues Serge Agostinelli 《European Journal of Psychology of Education - EJPE》1992,7(4):325-337
This study was designed to evaluate the effects of a «familiar» learning situation on the strategies used by students in a computer mediated interactive environment. We examine the strategies used by 14–15 year-old students in solving physics problems according to whether the technical situation was presented using a canonical version of an electric circuit (rules currently used in class) or a non-canonical version. Students worked either in pairs or individually with a computer. The results show that the dyads only performed better than individuals in the non-canonical version to the problem. The results are discussed in a perspective which offers a renewed approach of student-computer interaction. 相似文献
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The teaching of basic electricity uses many circuit diagrams. We present in this paper several experiments which show that no specific teaching about the decoding and understanding of the graphical information contained in these diagrams in made in class. On the contrary teaching reinforces the role of certain types of diagrams (canonical ones) which contribute to the organisation of students’ knowledge in the, form of prototypes. Thus diagrams become autonomous objects unrelated to concepts of electricity they are representing. We will present some experiments in the area of learning about electricity which aim at changing the usual classroom practices. They take into account the naive conceptions of students. Within this framework, graphical representations are used as a support for learning concepts of electricity. 相似文献
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