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Learning progression of ecological system reasoning for lower elementary (G1-4) students.

机译:低年级(G1-4)学生的生态系统推理学习进度。

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摘要

In this study, I utilized a learning progression framework to investigate lower elementary students (G1-4) systemic reasoning in ecology and I related students reasoning to their sources of knowledge. I used semi-structured interviews with 44 students from first through fourth grade, four teachers, and eight parents. The results revealed that a hypothetical learning progression begins with anthropomorphic reasoning as the lower anchor and ends with complex causal reasoning as the upper anchor for students in this age. However the results showed that many students revealed mixed-level reasoning -- meaning that they can reason at different levels in the same context. Very few students were able to use scientific terms and even those who did use the terms were not able to capture the scientific meaning of those terms. The results also revealed that students' accounts about scenarios in the various categories of systemic reasoning were inconsistent. Finally, the results concerning sources of knowledge revealed that students acquire their ideas from various sources, the media being the most frequently mentioned source, followed by books, personal experiences and parents. Those results have implications for defining the learning progression in general, for the validation of the hypothetical learning progression and for practical development of curriculum and instruction. With regard to defining the learning progression, the presence of mixed-level reasoning opens the discussion whether learning progression levels should be strictly pure levels or should include combinations of various levels to identify students' reasoning. With regard to validation of the hypothetical learning progression, the inconsistencies of students' answers and low correlations across various categories of systemic reasoning suggest that the categories used in this study were distinct. Finally the results of students' sources of knowledge has implications for designing a curriculum that capitalizes on students interests such as media and general books and scaffold students to move them up to scientific reasoning.
机译:在这项研究中,我利用学习进度框架研究了生态学中的低年级学生(G1-4)的系统推理,并将学生的推理与其知识来源相关联。我使用了半结构化访谈,采访了44位一年级至四年级的学生,四位老师和八位父母。结果表明,对于这个年龄段的学生,假设的学习进程以拟人化推理作为下锚,并以复杂的因果推理作为上锚结束。但是结果表明,许多学生揭示了混合层次的推理-这意味着他们可以在相同的上下文中以不同的层次进行推理。很少有学生能够使用科学术语,甚至那些使用过这些术语的学生也无法掌握这些术语的科学含义。结果还显示,学生对各种系统推理中的情景的描述不一致。最后,有关知识来源的结果表明,学生从各种来源学到了他们的想法,其中最经常提到的媒介是媒体,其次是书籍,个人经历和父母。这些结果对于定义总体学习进度,验证假设的学习进度以及对课程和教学的实际发展都具有影响。关于定义学习进度,混合层次推理的存在打开了讨论,即学习进度水平应严格是纯水平还是应包含各种水平的组合以识别学生的推理。关于假设学习过程的验证,学生答案的不一致和系统推理的各种类别之间的相关性较低,表明本研究中使用的类别是不同的。最后,学生的知识来源的结果对于设计一个利用学生兴趣的课程具有启示性,例如媒体和普通书籍以及脚手架学生的兴趣,以使他们进行科学推理。

著录项

  • 作者

    Hokayem, Hayat Al.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Elementary.;Education Sciences.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:42:42

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