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1.
Saouma B. BouJaoude Murad E. Jurdak 《International Journal of Science and Mathematics Education》2010,8(6):1019-1047
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source
of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to
gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which
students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students
studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and
coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and
their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent
in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions,
students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization
in favorable instructional environments in physics laboratory classes. 相似文献
2.
非物理专业的工科学生在大学物理的学习中存在着种种障碍,结合在教学中遇到的一些实际问题,就大学物理学习障碍的表现、成因及应对的策略进行了探讨。 相似文献
3.
数学化思想是数学教学的主要形式,它可分为4个不同层次:情境层次、指涉层次、普遍层次及形式层次.问题解决是数学化的目的和原动力,并且为数学化提供方向和目标.只有经过数学化,问题的解决才能成为可能,没有数学化,实际问题将处于一种模糊状态,无法定量的表达它,更不可能去认识它、解决它.问题解决的过程就是数学化的过程,学习者以问题为基础,通过数学化来实现问题的解决.同时在问题解决的过程中,再创造自己的数学知识,从而实现数学化. 相似文献
4.
王烨 《西安文理学院学报》2001,16(3):41-44
物理教学是通过引导学生去探索、解决一个个未知的问题,从而达到掌握知识、发展智力、培养能力的教学目标.本文以该目标为出发点,阐述了物理问题的产生,物理问题解决中存在的障碍和问题解决的一般方法,为培养学生分析问题和解决问题的能力寻找一条有效教学途径. 相似文献
5.
黄兴奎 《湖北广播电视大学学报》2008,28(3):126-127
为提高大学物理课程学习效率,利用Blog作为网络调查工具,研究了大学生物理学习心理问题及形成原因,提出了基于Blog交流平台的学习心理问题矫正策略。 相似文献
6.
While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students’ solution pathways, as well as the obstacles that prevented them from reaching “reasonable” solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student’s solution pathway choice may depend on how she perceives the problem. 相似文献
7.
Eric Kuo Nicole R. Hallinen Luke D. Conlin 《International Journal of Science Education》2013,35(7):814-839
ABSTRACTOne aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students’ thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829–1851] to test how cuing the first step in a standard framework affects undergraduate students’ approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students’ ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving. 相似文献
8.
《Africa Education Review》2013,10(1):142-158
Abstract A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was collected through in-depth, non-directive, semi-structured interviews and analyzed for emerging themes using the Atlis.ti software. Readiness factors that were identified included the ability to engage with physics problems qualitatively rather than merely assuming an algorithmic approach, having a sound understanding of basic physics concepts, and competence in reading and speaking the scientific language. Other factors related to personal attributes and behavior and these were work ethic, perseverance, working independently and time management. These findings and their implications are discussed. 相似文献
9.
丁忠芬 《唐山师范学院学报》2001,23(2):56-57
物理概念和规律本身的抽象性，以及影响物理概念和规律的形成的非本质因素和学生在生活中已有的不确切的概念等，造成了初中学生在物理中的思维障碍。教师应加强实验演示和采用类比等教学方法克服学生在 学习中出现的这类思维障碍。 相似文献
10.
Limook Lee 《International Journal of Science Education》2013,35(13):1577-1595
Recently, the importance of an everyday context in physics learning, teaching, and problem‐solving has been emphasized. However, do students or physics educators really want to learn or teach physics problem‐solving in an everyday context? Are there not any obstructive factors to be considered in solving the everyday context physics problems? To obtain the answer to these questions, 93 high school students, 36 physics teachers, and nine university physics educators participated in this study. Using two types of physics problems—everyday contextual problems (E‐problems) and decontextualized problems (D‐problems)—it was found that even though there was no difference in the actual performance between E‐problems and D‐problems, subjects predicted that E‐problems were more difficult to solve. Subjects preferred E‐problems on a school physics test because they thought E‐problems were better problems. Based on the observations of students' problem‐solving processes and interviews with them, six factors were identified that could impede the successful solution of E‐problems. We also found that many physics teachers agreed that students should be able to cope with those factors; however, teachers' perceptions regarding the need for teaching those factors were low. Therefore, we suggested teacher reform through in‐service training courses to enhance skills for teaching problem‐solving in an everyday context. 相似文献
11.
Abstract The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them. 相似文献
12.
Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 394–409, 2002 相似文献
13.
Physica is an integrated software package designed as part of a course for distance learning students from non-traditional educational backgrounds. It gives students access to an extensive hyperlinked physics glossary, computer algebra and graph-plotting tools. The package aims to give students a framework for solving physics problems and to help them acquire some higher level skills of quantitative problem-solving. This paper outlines rationales underlying various protocols for solving physics problems, and discusses the extent to which frameworks may be useful in helping students develop appropriate strategies for representing problems in formal terms, selecting targets, planning solutions and checking answers. Pedagogical issues underlying the design and implementation of the software are discussed. 相似文献
14.
朱纪荣 《湖州师范学院学报》2000,(Z1)
学生物理学习中的思维障碍，不外乎来自两个方面：一方面来自学生原有的思维品质缺陷；另一方面来自物理自身的环境、物理知识中非本质因素和表面形式的影响．具体表现为凝固性、片面性、干扰性，对此进行分析，有助于教师在教学中帮助学生克服这些思维障碍，提高思维品质，提高学习效率． 相似文献
15.
For students’ success in treating word problems, language obstacles have been identified. Interventions are required for students to overcome them, likewise professional development and curriculum support for teachers. But how much support do teachers need? In a controlled trial evaluation study, two interventions for n = 275 fifth graders are compared: The language-responsive intervention (LRI) uses the variation principle and strategic scaffolding fostering comprehension strategies and language awareness. The information-problems-only intervention (IPI) uses the same set of word problems, but teachers were only informed about typical obstacles. For the evaluation study, the ANOVA shows that in both interventions, students have significantly more learning gains than in the no-treatment group, and substantially more in the LRI than in IPI. Students with different language backgrounds profit comparably from LRI, but in different subscales. In conclusion, identifying obstacles is not enough for implementing effective teaching, it should be enhanced by curriculum support. 相似文献
16.
Gita Taasoobshirazi MarLynn Bailey John Farley 《International Journal of Science Education》2013,35(17):2769-2786
The Physics Metacognition Inventory was developed to measure physics students’ metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students’ metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students’ scores on the inventory were found to be reliable and related to students’ physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving. 相似文献
17.
Bruce Sherin 《科学教学研究杂志》2006,43(6):535-555
Over the last two decades, a significant body of research has documented the nature of intuitive physics knowledge—the knowledge of the world that students bring to the learning of formal physics. However, this research has yet to document the roles played by intuitive physics knowledge in expert physics practice. In this article, I discuss three related questions: (1) What role, if any, does intuitive knowledge play in physics problem solving? (2) How does intuitive physics knowledge change in order to play that role, if at all? (3) When and how do these changes typically occur? In answer to these questions, I attempt to show that intuitive physics knowledge can play a variety of roles in expert problem solving, including some roles that are central and directly connected to equations. This research draws on observations of college students working in pairs to solve physics problems. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 535–555, 2006 相似文献
18.
Arnold Peltzer 《科学教学研究杂志》1988,25(9):721-731
College physics professors, researchers, and teachers were asked to rate the importance to physics students of different intellectual abilities. These abilities were selected from J. P. Guilford's Structure-of-Intellect model of intelligence and presented on a 65-item questionnaire. Analysis of the responses found that four general intellectual factors were described. They were identified as abilities related to visualization, mathematics, logic, and problem solving. The variations of these factors' importance was examined for two different student subgroups, students who are studying to be physicists and students who are studying physics to be scientifically aware laymen. Variations between two respondent subgroups, physicists who are primarily engaged in research and physicists who are primarily engaged in teaching, were also explored. 相似文献
19.
The answers given by a group of physics graduate students to two problems on the speed of light are analysed. The results seem to confirm the use of spontaneous ideas which are very similar to those which form the ‘spontaneous’ kinematics proposed by Saltiel (1980). Some consequences related to the teaching of physics and special relativity are discussed. 相似文献
20.
The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts ‘positioning’ and ‘storyline’ are used to describe and to analyse student interaction. Focused on how the students position the physics problems, themselves, and each other, the analyses produced five different storylines. The dominant storyline deals with how the students handled the problem solving, whilst two other storylines characterise alternative ways of handling the physics problems, whereas the two remaining storylines are concerned with how students positioned themselves and others—as either funny and/or knowledgeable physics students—and constitute different aspects of the physics community. Finally, the storylines are discussed in relation to the pedagogical situation, with recommendations made for teaching practice and future research. 相似文献