共查询到20条相似文献，搜索用时 46 毫秒
1.
Andrew F. Heckler 《International Journal of Science Education》2013,35(14):1829-1851
We conducted a series of experiments to investigate the extent to which prompting the construction of a force diagram affects student solutions to simple mechanics problems. A total of 891 university introductory physics students were given typical force and motion problems under one of the two conditions: when a force diagram was or was not prompted as part of the solution. Results indicated that students who were prompted to draw the force diagram were less likely to obtain a correct solution than those who were not prompted to solve the problem in any particular way. Analysis of the solution methods revealed that those students prompted to use a diagram tended to use the formally taught problem‐solving method, and those students not prompted to draw a force diagram tended to use more intuitive methods. Students who were prompted to draw diagrams were also more likely to depict incorrect forces. These results may be explained by two factors. First, novice students may simply be more effective using intuitive, situational reasoning than using new formal methods. Second, prompting the construction of a force diagram may be misinterpreted by the student as a separate task, unrelated to solving the problem. For instruction, the results of this study imply that ignoring students’ prior abilities to solve problems and their necessary developmental stages in learning formal problem‐solving techniques may lead to serious mismatches in what is taught and what is intended to be learned. 相似文献
2.
3.
Aleksandar Baucal Dragica Pavlović Babić Smiljana Jošić 《European Journal of Psychology of Education - EJPE》2018,33(3):467-487
Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them. 相似文献
4.
This study replicates, with additions, research done by Garnett and Treagust. Garnett and Treagust's interview questions for galvanic and electrolytic cells were used with modifications; concentration cell questions were asked in a similar manner. These questions were administered to 16 introductory college chemistry students after electrochemistry instruction. Student misconceptions most commonly encountered included notions that electrons flow through the salt bridge and electrolyte solutions to complete the circuit, plus and minus signs assigned to the electrodes represent net electronic charges, and water is unreactive in the electrolysis of aqueous solutions. New misconceptions identified included notions that half-cell potentials are absolute and can be used to predict the spontaneity of individual half-cells, and electrochemical cell potentials are independent of ion concentrations. Most students demonstrating misconceptions were still able to calculate cell potentials correctly, which is consistent with research suggesting that students capable of solving quantitative examination problems often lack an understanding of the underlying concepts. Probable origins of these student misconceptions were attributed to students being unaware of the relative nature of electrochemical potentials and chemistry textbooks making misleading and incorrect statements. A minor technical flaw in the Garnett and Treagust study is also addressed. J Res Sci Teach 34: 377–398, 1997. 相似文献
5.
John J. Clement 《International Journal of Science Education》2013,35(10):1271-1286
Evidence is presented indicating that spontaneously generated analogies can play a significant role in expert problem solving. Since not all analogies are valid, it is important for the subject to have a way to evaluate their validity. In particular, this paper focuses on an evaluation strategy called bridging that has been observed in solutions to both science and mathematics problems. Spontaneous analogies have also been documented in the problem solving of students. The shared natural use of analogies for unfamiliar problems is an expert‐novice similarity. Some of the strategies observed in experts were incorporated in a teaching technique for dealing with students’ preconceptions in mechanics. Students taught via these units achieved large gain differences over control groups. Thus non‐deductive reasoning strategies used by experts can give us valuable clues concerning instructional strategies for science students. This complements the prior focus in the literature on expert novice differences with a focus on expert novice similarities. 相似文献
6.
Vicente Talanquer 《International Journal of Science Education》2013,35(15):2123-2136
Based on the analysis of available research on students’ alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students’ ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or lose/gain strength independently from one another. Overlapping or competing presuppositions about the structure, properties, and dynamics of matter may be able to coexist at any given level, particularly at intermediate stages of expertise. Our results allowed us to suggest common paths in the transition from naïve through novice to expert along relevant dimensions related to the structure and properties of chemical substances. The identification of these cognitive constraints provides a useful framework that educators can use to better understand and even predict many of their students’ learning difficulties. It can also assist in the design and organisation of learning experiences and assessment tools that recognise and take advantage of the most likely trajectories towards expertise (learning progressions) followed by many students. 相似文献
7.
Alejandro Quiroga-Garza Rodrigo Teran-Garza Rodrigo Enrique Elizondo-Omaña Santos Guzmán-López 《Anatomical sciences education》2020,13(1):102-106
Clinical skills and medical knowledge enable physicians to overcome the uncertainty of emergent and rare clinical scenarios. Recently, a growing emphasis on evidence-based medicine (EBM) has flooded medical curricula of universities across the globe with guideline-based material, and while it has given teachers and students new tools to improve medical education, clinical reasoning must be reaffirmed in its capacity to provide physicians with the ability to solve unexpected clinical scenarios. Anatomical education in medical school should have two main objectives: to acquire anatomical knowledge and to develop the skill of applying that knowledge in clinical scenarios. The authors present a clinical scenario in which an unexpected and rare complication occurred during a routine elective hip replacement surgery. The general surgeon presiding over the case, also an anatomy professor, solved the problem using clinical reasoning and anatomical knowledge. It was a clear example of how clinical reasoning is key in approaching unprecedented, rare, or unknown complications. The intention of this scenario is to remind colleagues and medical schools that, although EBM is the standard, educators must uphold sound clinical reasoning to best prepare health care providers for their careers. 相似文献
8.
Misconceptions about science are often not corrected during study when they are held with high confidence. However, when corrective feedback co-activates a misconception together with the correct conception, this feedback may surprise the learner and draw attention, especially when the misconceptions are held with high confidence. Therefore, high-confidence misconceptions might be more likely to be corrected than low-confidence misconceptions. The present study investigates whether this hypercorrection effect occurs when students read science texts. Effects of two text formats were compared: Standard texts that presented factual information, and refutation texts that explicitly addressed misconceptions and refuted them before presenting factual information. Eighth grade adolescents (N = 114) took a pre-reading test that included 16 common misconceptions about science concepts, rated their confidence in correctness of their response to the pre-reading questions, read 16 texts about the science concepts, and finally took a post-test which included both true/false and open-ended test questions. Analyses of post-test responses show that reading refutation texts causes hypercorrection: Learners more often corrected high-confidence misconceptions after reading refutation texts than after reading standard texts, whereas low-confidence misconceptions did not benefit from reading refutation texts. These outcomes suggest that people are more surprised when they find out a confidently held misconception is incorrect, which may encourage them to pay more attention to the feedback and the refutation. Moreover, correction of high-confidence misconceptions was more apparent on the true/false test responses than on the open-ended test, suggesting that additional interventions may be needed to improve learners' accommodation of the correct information. 相似文献
9.
This study examines patterns in middle-grade boys’ and girls’ written problem solving strategies for a mathematical task involving
proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex
classrooms. One hundred nineteen sixth-grade students’ responses are analyzed by gender according to the solution strategy
they used to arrive at their final response to the task. The categories of solution strategies include non-response, purely
additive, purely procedural, transition, novice, and mature. The proportions of girls and boys classified as mature in their
strategies were essentially equal. However, more than half of girls’ responses were considered purely procedural or purely
additive—a proportion double that of boys thus classified. 相似文献
10.
Fleurie Nievelstein Tamara van Gog Henny P. A. Boshuizen Frans J. Prins 《Instructional Science》2010,38(1):23-35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal
reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant
information from cases, determining applicable rules, and searching for rules and exceptions in external information sources
such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources
can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts,
but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability
of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed
availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications
for learning and instruction in the domain of law are discussed. 相似文献
11.
Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained. 相似文献
12.
William L. Romine Dane L. Schaffer Lloyd Barrow 《International Journal of Science Education》2013,35(16):2740-2768
We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates’ misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement model, we extend this to a multi-tiered approach which supports multiple interpretations. Using a sample of 130 undergraduate students from two colleges, we utilize the Rasch model to place students and items along traditional one-, two-, and three-tiered scales as well as a misconceptions scale. In the three-tiered and misconceptions scales, high confidence was indicative of mastery. In the latter scale, a ‘misconception’ was defined as mastery of an incorrect concept. We found that integrating confidence into mastery did little to change item functioning; however, three-tiered usage resulted in higher reliability and lower student ability estimates than two-tiered usage. The misconceptions scale showed high efficacy in predicting items on which particular students were likely to express misconceptions, and revealed several tenacious misconceptions that all students were likely to express regardless of ability. Previous coursework on the water cycle did little to change the prevalence of undergraduates’ misconceptions. 相似文献
13.
西方大量研究表明,学生认知结构中存在一些错误观念,这些错误观念影响学生后继的学习。转变错误观念有许多针对性的教学策略。错误观念转变的教学策略有着共同的理论,并遵循着共同的模式或框架。 相似文献
14.
《学习科学杂志》2013,22(2):173-208
In this article, I present a longitudinal study comparing problem-solving performance for medical students trained using 2 different approaches to medical education. The first approach is the traditional medical education that involves lectures supplemented by laboratory exercises. The second approach is problem-based learning (PBL). In PBL, students learn basic science in small groups in the context of authentic patient problems. Because an expected outcome of medical education is to move students along the path from naive laypersons to novice physicians, the effects of these approaches should be understood in terms of how they affect the early acquisition of cognitive skill. The results indicate that there are important cognitive benefits of the PBL approach. 相似文献
15.
Using classroom observation and video recording methods, we performed a comparative study on the forms and content of dialogues in the classrooms between expert and novice teachers. Of the 55 lessons surveyed, it was found that expert teachers tend to use analytical and comparative questions more frequently to detect students’ mathematical reasoning. Students and teachers work together to determine the answer to a question and the dialogue in the classroom takes place in a way that students present an answer, the teacher and the other students question the answer, and then the students explain the answer. On the other hand, a novice teacher often tends to give students hints, or utilize simple questions to jog the memory. The novice teacher recognizes students’ logic but does not incorporate them into his/her teaching. In this case, the teacher becomes the sole judge for the appropriateness of the answers and the typical dialogue in the classroom occurs in a way that the teacher asks a question, students answer, and the teacher comments. 相似文献
16.
Using classroom observation and video recording methods, we performed a comparative study on the forms and content of dialogues
in the classrooms between expert and novice teachers. Of the 55 lessons surveyed, it was found that expert teachers tend to
use analytical and comparative questions more frequently to detect students’ mathematical reasoning. Students and teachers
work together to determine the answer to a question and the dialogue in the classroom takes place in a way that students present
an answer, the teacher and the other students question the answer, and then the students explain the answer. On the other
hand, a novice teacher often tends to give students hints, or utilize simple questions to jog the memory. The novice teacher
recognizes students’ logic but does not incorporate them into his/her teaching. In this case, the teacher becomes the sole
judge for the appropriateness of the answers and the typical dialogue in the classroom occurs in a way that the teacher asks
a question, students answer, and the teacher comments. 相似文献
17.
Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives: for the student to successfully gain a solid knowledge base of human anatomy and to develop and hone clinical reasoning skills. In a basic anatomy course, clinical case discussions based on underlying anatomic anomalies or abnormalities are the major means to teach students clinical reasoning skills. By identifying, classifying, and analyzing the clinical data given, a student learns to methodically approach a clinical case and formulate plausible diagnoses. Practicing and perfecting clinical problem‐solving skills should be a major objective of the anatomy curriculum. Such clinical reasoning skills are indeed crucial for the successful and expert practice of medicine. Anat Sci Ed 1:267–268, 2008. © 2008 American Association of Anatomists. 相似文献
18.
Submicrorepresentations (SMR) could be an important element, not only for explaining the experimental observations to students,
but also in the process of evaluating students’ knowledge and identifying their chemical misconceptions. This study investigated
the level of students’ understanding of the solution concentration and the process of dissolving ionic and molecular crystals
at particulate level, and identifies possible misconceptions about this process. Altogether 408 secondary school students
(average age 16.3) participated in the study. The test of chemical knowledge was applied and the analysis of four selected
problems related to drawing SMRs in solution chemistry is presented. Selected students were also interviewed in order to gain
more detailed data about their way of solving problems comprised in the knowledge test. The average achievement on solution
chemistry items was only 43%. It can be concluded from the results that students have different misconceptions about arrangements
of solute particles in the solution and presentation of its concentration at particulate level. Students show quite low achievement
scores on the problem regarding drawing the SMR of ionic substance aqueous solution (7.6% correct answers) and even lower
ones on the problem regarding drawing the SMR of diluted and saturated aqueous solutions of molecular crystal (no completely
correct answers). It can be also concluded that many different misconceptions concerning the particulate level of basic solution
chemistry concepts can be identified. In the conclusion some implications for teaching to reach a higher level of understanding
of solution chemistry are proposed. 相似文献
19.
Timothy L. Foutz 《European Journal of Engineering Education》2019,44(3):312-329
ABSTRACTResearch suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach. 相似文献
20.
Dirk De Bock Wim Van Dooren Dirk Janssens Lieven Verschaffel 《Educational Studies in Mathematics》2002,50(3):311-334
Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12–16-year old students
to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane
figures and solids. While these previous studies showed to what extent students' improper use of linear reasoning is affected
by different characteristics of the task, it remained largely unclear what aspects of their knowledge base are responsible
for the occurrence and strength of this phenomenon and how these aspects relate to other more general misconceptions and buggy
rules identified in the literature. This paper reports an in-depth investigation by means of individual semi-standardised
interviews aimed at analysing the thinking process underlying students' improper linear reasoning and how this process is
affected by their mathematical conceptions, beliefs and habits. During these interviews,students' solution processes were
revealed through a number of well-specified questions by the interviewer with respect to one single non-linear application
problem, as well as through their reactions to subsequent kinds of cognitive conflict. The interviews provided a lot of information
about the actual process of problem solving from students falling into the ‘linearity trap’ and the mechanism behind it. Although
some students seem to really ‘believe’ that quantities are always linked proportionally, their improper use of linearity often
results from superficial and intuitive reasoning, influenced by specific mathematical conceptions, habits and beliefs leading
to a deficient modelling process.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献