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1.
This study investigates the modelling conceptualisation of secondary school students in two situations related to particle dynamics: pendulum’s motion and horizontal motion. We performed in-depth clinical interviews with secondary school students (N?=?10). Participants’ ideas about properties which are not ‘given’ in empirical observations were explored in order to investigate signs of abstractions and idealisations in their reasoning processes. We proposed contributions to modelling in science education based on Mario Bunge’s epistemology and we employed his basic concepts as the axis to analyse our results: (1) abstractions and idealisations, considered as thought processes required to build conceptual counterparts of concrete objects; (2) theoretical models, meaning hypothetico-deductive systems concerning those conceptual objects; and (3) general theoretical frameworks that allow us to derive those theoretical models. We developed our analysis viewing the ideas presented by participants as concepts-in-action and theorems-in-action as regarded by Gérard Vergnaud’s Theory of Conceptual Fields. Results indicated a gradation in the concepts-in-action mobilised in terms of levels of idealisation and showed that participants do not spontaneously recognise the use of a general theory as a possible way to obtain a theoretical model. These results suggest that science education practices must pay better attention to make abstractions and idealisations explicit in scientific concepts formation, as well as to the heuristic role of theories in model construction. 相似文献
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This paper analyzes recent work in psychology on the nature of the representation of complex forms of knowledge with the goal of understanding how theories are represented. The analysis suggests that, as a psychological form of representation, theories are mental structures that include theoretical entities (usually nonobservable), relationships among the theoretical entities, and relationships of the theoretical entities to the phenomena of some domain. A theory explains the phenomena in its domain by providing a conceptual framework for the phenomena that leads to a feeling of understanding in the reader/hearer. The explanatory conceptual framework goes beyond the original phenomena, integrates diverse aspects of the world, and shows how the original phenomena follow from the framework. This analysis is used to argue that mental models are the subclass of theories that use causal/mechanical explanatory frameworks. In addition, an argument is made for a new psychologism in the philosophy of science, in which the mental representation of scientific theories must be taken into account. 相似文献
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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
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Kathleen Hogan 《International Journal of Science Education》2013,35(8):855-882
The purpose of this study was to examine students' roles during a long-term collaborative task that required them to master complex sets of cognitive, regulatory and social skills needed for building knowledge largely from their own and their peers' ideas and observations. Samples of discourse were collected from 24 8th grade students in eight groups within four classrooms throughout a 12-week unit on constructing and testing mental models of the nature of matter. Eight prominent sociocognitive roles that served socio-emotional, conceptual and metacognitive functions are described. The roles are related to individual students' perspectives on learning, and to the levels of reasoning each group achieved. The results can be used to raise students' and teachers' awareness of the personal resources, interactive processes and norms that can support or derail knowledge construction in collaborative groups. 相似文献
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Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry 总被引：1，自引：0，他引：1
Conceptual change is predominantlydescribed as a rational process; however, researchersare beginning to explore alternative explanations forwhy some students learn but others given the sameopportunities do not. New perspectives include socialand motivational factors, ontological issues,modelling ability, intellectual development and thequestion of whether conceptual change is revolutionaryor evolutionary. This paper argues that conceptualchange is best understood when multiple perspectivesare used to interpret chemistry learning. Case studiesof two apparently similar students are used to showthat personal factors and differing interests andpurposes for studying science can significantlyinfluence learning outcomes. The case studies supportan argument that high scores on achievement tests areunreliable indicators of conceptual learning andrecommend that teachers and researchers pay moreattention to qualitative indicators of learning suchas students' conceptual status, modelling level andintellectual position. The findings suggest thatteachers and curriculum developers should take intoaccount the qualitative differences that studies suchas this identify. 相似文献
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This article selectively reviews literature on the development of expertise in counseling and on assessment tasks of professional psychologists. Relevant theories of the development of expertise are reviewed, as well as selected research on medical diagnostic expertise. Whereas counselor development models have become widely used conceptual tools, similar theories from the expertise literature have been relatively neglected despite their promise. Design features and research issues from investigations of medical diagnostic expertise, including the use of forward and backward reasoning processes, might help operationalize expertise in professional psychology. 相似文献
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多年以来,"中式英语"一直是国内外学者关注的焦点,也是困扰我国广大英语教师和学习者的一大难题。从概念流利理论视角来看,"中式英语"是指处于中介语阶段的英语学习者由于受到汉语的影响并缺乏概念流利,在概念重组时出现了概念错误而形成的英语。概念流利理论为分析"中式英语"的成因和提出"中式英语"的矫正策略奠定了坚实的理论基础。 相似文献
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Learning can be seen as a task-oriented process which often requires the reorganization of existing knowledge, usually referred to as conceptual change. This paper describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations — propositional symbolic structures and analog mental models. According to this view, conceptual change is based on a task-oriented interaction between these different kinds of mental representations. The assumption is made that it is possible to foster conceptual change by presenting to students well-defined tasks that stimulate the construction of elaborated mental models as well as an intensive interaction between these models and the corresponding propositional representations. In order to test this assumption an empirical study was conducted, in which subjects had to express their prior knowledge about a complex subject matter from the field of geography (time differences on the earth), which contained various conceptual deficits. The subjects were then randomly assigned to different groups who received the same learning material but had to solve different learning tasks requiring differently structured mental models. Afterwards, the subjects were asked to express their knowledge about the subject matter again and were tested for understanding with a comprehension test. The results support the view that a task-oriented interaction between propositional structures and mental models can help learners to evaluate the consistency of their conceptual knowledge. Accordingly, conceptual deficits result in the formation of mental models with an inadequate structure. Such deficits can be detected if the respective model is used in a sufficiently variable way, whereas they can remain unnoticed if it is used in a limited manner. 相似文献
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张理 《教学研究(河北)》2010,(5):17-20
学习是对现有知识结构的丰富和重构。丰富是现有知识对新知识的同化过程,重构则是概念改变,表现为理论的修正和改变。上述学习理论运用于教学中的一个重要方面就是设计和组织学习材料。学习材料具有多种形式,包含着与学习者固着观念相联系的同化点,能引发学习者的认知冲突,或显示新知识的特性导致概念改变,并且能提供新的情景便于学习者的知识迁移。因此综合设计和组织学习材料是促进学习者对知识进行有意义建构,提高其学习能力的关键。 相似文献
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Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and
the levels of understanding of science developed by students in such environments. Further, students have generally been found
to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The
majority of research on classroom environments has focused on characterising the learning environment in classrooms rather
than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions.
This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions
of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning
and understanding that such changes facilitated. A community of learners in which students and teachers began to understand
the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of
the researchers with the teacher and her class of students.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Keith S. Taber 《International Journal of Science Education》2013,35(7):731-753
Conceptual change may be considered as a process of coming to view one theory or model as having more explanatory power than others. Various theorists have described how an individual's understanding of a concept may be multifaceted; how conceptual frameworks develop in a cognitive ecology, and are subject to selection pressures; and how alternative frameworks compete in terms of their explanatory coherence. The present paper applies these ideas to a case study of learning in science. It is argued that conceptual development may be described in terms of a gradual shift in which of several alternative explanatory principles is the learners' preferred choice. The case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another. 相似文献
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Johanna Lepp?virta 《Research in Science Education》2012,42(4):753-767
Traditional multiple-choice concept inventories measure students?? critical conceptual understanding and are designed to reveal students?? na?ve or alternate ideas. The overall scores, however, give little information about the state of students?? knowledge and the consistency of reasoning. This study investigates whether students have consistent alternate models when reasoning about Newton??s third law principle in the context of electromagnetics (EM), and whether these possible models are related to conceptual change and overall performance. Students?? conceptual understanding is evaluated with The Conceptual Survey of Electricity and Magnetism (CSEM) multiple-choice test. The data (N?=?118) are collected from an undergraduate static field theory course at the Helsinki University of Technology, Finland. The data are analysed using frequency distributions, Fisher??s exact test, and One-Way ANOVA analysis. The study shows that every fifth student has a consistent or partially consistent alternate model of Newton??s third law principle in the context of EM prior to instruction. Students with this alternate model perform significantly (p?=?0.01) better on the overall concept test and are more likely to change conceptual understanding towards a correct model compared to students in an inconsistent mixed model state. 相似文献
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Sulaiman M. Al-Balushi 《International Journal of Science and Mathematics Education》2009,7(6):1089-1110
This study explores the mental images at the microscopic level of matter created by 22 preservice science teachers in Oman.
Participants were encouraged during a guided imagery session to construct mental images for a scenario written about the explanation
of the reaction of sodium in water. They were then asked to describe what they envisioned in their own imagination. Participants
had images that were based on textbook illustrations, modeling kits, a solar-system model, physical properties, and humanized
animations. 3D mental images represented 33.36% of participants’ mental images at the microscopic level, while images in 2D
format formed 39.15% of the overall created mental images. Several factors shaped the participants’ mental images, such as
their imaginative ability, attention mode, and the nature of their old images stored in their long-term memory. Most of the
participants experienced image transformation from one form to another as they were progressing in the GI session. This unstable
reliance on different models might indicate unorganized conceptual networks in learners’ LTM: a feature that characterizes
novices’ mental networking. On the contrary, past research has revealed that experts have more organized and sophisticated
conceptual networking. This study argued that participants lacked the homogeneous and reliable mental model of the atom that
is required to carry out advanced cognitive processes for mental exploration of chemical phenomena. The absence of this mental
model might explain the overwhelming finding in literature that many learners fail to explain and predict chemical phenomena. 相似文献
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Sulaiman M. Al-Balushi 《International Journal of Science and Mathematics Education》2013,11(3):707-732
The purpose of the current study was to examine the nature of the relationship between learners’ distrust of scientific models that represent unseen entities and phenomena, their spatial ability, and the vividness of their mental images. The sample consisted of 302 tenth grade students in the Sultanate of Oman. Three measures were used for this study: the Epistemologies about the Credibility of Scientific Models instrument, the Water Level Task (WLT), and the Vividness of Microscopic Mental Images. It was found that students’ distrust was greater for theoretical and abstract models such as the electron clouds, photons, magnetic lines of force, DNA, electron transfer, atomic orbits, and alpha rays. The findings also show that there was a statistically significant negative correlation between students’ distrust of scientific models and their spatial ability, as indicated by their performance on the WLT. There was a positive relationship between the distrust of scientific models and the vividness of mental images and a weak negative relationship between spatial ability and the vividness of mental images. Based on the findings, it might be plausible to conclude that as the abstraction level for scientific models increases, such as for theoretical models which lack defined structure and known details, imaginative learners’ difficulty to construct colorful and detailed mental images for natural entities and phenomena increases. It would also be recommended that learners with vivid mental images should be provided with and directed to use more spatial techniques such as computerized visualization tools and mental manipulation of 3D objects. 相似文献
18.
This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation. 相似文献
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Computers have been used with science learners to teach facts, aid in information processing, facilitate problem solving, and stimulate conceptual change. The hallmark of science learning, however, is independent student inquiry. Although there is ample evidence that computers can support various aspects of students' inquiry activities, such as conducting virtual experiments and visualizing data, there has been limited discussion of how certain classes of software can facilitate learners' development, over time, from simple to sophisticated forms of inquiry. This theory-based article describes how data analysis tools, simulations, and modeling software, when used in the proper instructional contexts, provide young learners with rich intellectual environments for inquiry. Arguments from the research literature support claims that even the youngest elementary school learners have the capacity to engage in inquiry, and that special classes of software can stimulate these capacities and aid the transition from identifying basic patterns in data to conducting systematic experiments and constructing viable models of natural phenomena. 相似文献