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Didactical Reconstruction of Processes in Knowledge Construction: Pre-service Physics Teachers Learning the Law of Electromagnetic Induction

机译:知识构建过程的教学重构:岗前物理教师学习电磁感应定律

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In physics teacher education, two central goals are first to learn the structures of physics knowledge, and second the processes of its construction. To know the structure is to know the framework of concepts and laws; to know the processes is to know where the knowledge comes from, how the framework is constructed, and how it can be justified. This article introduces a way to approach these goals in the form of a graphical tool called the didactical reconstruction of processes (DRP), where knowledge is constructed to the extent that experiments and models have an equally important role in the construction process. In practice, the DRP is a graphical network representation or a ‘flow chart’ with a specific structure, which aims to give an image of the processes of physical concept formation, while at the same time bearing in mind the educational goals. The DRP was tested in an instruction unit for pre-service physics teachers, where students drew flow charts for representing how the law of electromagnetic induction is formed. In addition to flow charts, students also wrote essays clarifying the content of the flow charts. The flow charts and essays were analysed through a qualitative categorisation of structural and knowledge claim patterns. The results show that the DRP helps students in arguing how to form the electromagnetic induction law and that the experiments and models have a distinct role in supporting students’ knowledge claims.
机译:在物理教师教育中,两个中心目标是首先学习物理知识的结构,其次是其构建过程。知道结构就是知道概念和法律的框架。知道流程就是知道知识来自何处,如何构造框架以及如何证明其合理性。本文通过称为过程教学重构(DRP)的图形工具的形式,介绍了一种实现这些目标的方法,该过程以实验和模型在构建过程中具有同等重要作用的程度来构建知识。在实践中,DRP是具有特定结构的图形化网络表示或“流程图”,旨在给出物理概念形成过程的图像,同时牢记教育目标。 DRP在职前物理教师的教学单元中进行了测试,学生在其中绘制了表示电磁感应定律形成方式的流程图。除了流程图之外,学生还写了一些文章来阐明流程图的内容。通过对结构和知识主张模式的定性分类,对流程图和论文进行了分析。结果表明,DRP可以帮助学生争论如何形成电磁感应定律,并且实验和模型在支持学生的知识主张方面具有独特的作用。

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