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How to Measure Qualitative Understanding of DC-Circuit Phenomena - Taking a Closer Look at the External Representations of 9-Year-Olds

机译:如何衡量对直流电路现象的定性理解-仔细研究9岁儿童的外在表现

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Pupils’ qualitative understanding of DC-circuit phenomena is reported to be weak. In numerous research reports lists of problems in understanding the functioning of simple DC-circuits have been presented. So-called mental model surveys have uncovered difficulties in different age groups, and in different phases of instruction. In this study, the concept of qualitative understanding, and the content or position of reported mental models of DC-circuit phenomena are discussed. On the grounds of this review, new tools for investigating qualitative understanding and analysing external representations of DC-circuit phenomena are presented. According to this approach, the external representations of DC-circuit phenomena that describe pupils’ expressed conceptions of the topic should include both empirical-based models and theoretical explanations. In the empirical part of this study, third-graders (9-year-olds) learning DC-circuit phenomena in a comprehensive school in a small group were scrutinised. The focus of the study is the external representations manifested in the talk of the small group. The study challenges earlier studies, which claim that children exhibit a wide range of qualitative difficulties when learning DC-circuit phenomena. In this study it will be shown that even in the case of abstract subject matter like DC-circuit phenomena, small groups that highlight empirical-based modelling and activate talk can be a fruitful learning environment, where pupils’ qualitative understanding really develops. Thus, the study proposes taking a closer look at pupils’ external representations concerning DC-circuit phenomena.
机译:据报道,学生对直流电路现象的定性认识很弱。在众多研究报告中,已经提出了理解简单直流电路功能时遇到的问题列表。所谓的心理模型调查发现了不同年龄段和不同教学阶段的困难。在本研究中,讨论了定性理解的概念以及所报告的直流电路现象心理模型的内容或位置。在此综述的基础上,提出了用于研究定性理解和分析直流电路现象的外部表示的新工具。按照这种方法,描述学生表达的主题概念的直流电路现象的外部表示应同时包括基于经验的模型和理论解释。在本研究的实证部分,对在一所综合学校中以小组形式学习直流电路现象的三年级学生(9岁)进行了审查。研究的重点是小组讨论中表现出的外部表征。这项研究对早期的研究提出了挑战,早期的研究声称儿童在学习直流电路现象时表现出广泛的定性困难。在这项研究中,我们将证明,即使在诸如直流电路现象之类的抽象主题的情况下,突出基于经验的建模并激活对话的小组也可以成为一个富有成果的学习环境,在此环境中,学生将真正发展定性理解。因此,该研究建议仔细研究学生关于直流电路现象的外部表示。

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