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Distractions in the School Science Laboratory

机译:学校科学实验室的干扰

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In this article, I make a case for the potential educative worth of distractions for learning science in the school laboratory. Distractions are operationalized as experiences lying outside the main purpose of the laboratory activity, thereby diverting students’ attention from that purpose. Through a practical epistemology analysis, I examined in close detail the conversations of three groups of high school students trying to explain how a real galvanic cell works. The three groups experienced the same two distractions, (1) a nonworking light-emitting diode and (2) negative readings on a voltmeter. The analysis reveals how one of the groups, through a series of contingencies, successively made the two distractions continuous with the main purpose of the activity. In the remaining two groups, no such continuity was established. The results show that (a) experiences initially being distracting, perplexing, and confusing may indeed acquire significance for the students’ possibilities of coping with the main purpose of the activity but that (b) the outcome is highly contingent on the particular experiences drawn upon by the students to cope with the distractions. Consequently, I discuss ways in which teachers may turn distractions encountered in laboratory activities into educative experiences for more than a few lucky students.
机译:在本文中,我将说明在学校实验室中分散学习科学的潜在教育价值。将注意力分散到实验室活动的主要目的之外的体验中,从而将学生的注意力从该目的转移开来。通过实际的认识论分析,我仔细检查了三组高中生的对话,试图解释真正的原电池是如何工作的。这三组人经历了同样的两个干扰,(1)一个不工作的发光二极管和(2)电压表上的负读数。分析揭示了一个小组如何通过一系列意外事件,以活动的主要目的连续地使这两种干扰分散。在其余两个组中,没有建立这种连续性。结果表明:(a)最初令人分心,困惑和困惑的经历可能确实对学生应对活动的主要目的具有重要意义,但是(b)结果高度取决于所汲取的特定经历由学生应付杂念。因此,我讨论了教师如何将在实验室活动中遇到的干扰因素转化为对更多幸运学生的教育经历。

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