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From Everyday Life Experiences to Physics Understanding Occurring in Small Group Work with Context Rich Problems During Introductory Physics Work at University

机译:从日常生活经验到物理知识,了解在大学入门物理工作中小组学习中遇到的上下文丰富问题

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How do students bridge everyday life views into physics understanding? We report from in-depth analysis of one group of four students, video-recorded over 135 min solving a context rich problem (CRP). Through transcripts of the group’s conversations and from flow-charts made of the group talk we have categorised how students’ experiences develop into physics reasoning. The conversations in the cooperative group are sometimes carried out by “exploratory talks”, but there are also parts of the conversation where the students develop their own thoughts without response from the others. Some evidence is given of: 1) how the students use exploratory talks to reach consensus about the boundary conditions of the task; 2) how the students state the problem more precisely by starting to talk about experiences they have had and to use their experiences as arguments, and 3) how individual questions are formulated in a process of meaning making. We find in this case-study that students’ personal everyday life experience develops into physics reasoning during group talk. We argue accordingly for more time in the physics classroom to solve open ended physics problems which promote group discussions taking departure from own experiences and enhance physics understanding.
机译:学生如何将日常生活观与物理理解联系起来?我们通过对一组四名学生的深入分析报告,他们在135分钟内录制了视频,解决了上下文相关问题(CRP)。通过小组对话的笔录和小组谈话的流程图,我们对学生的体验如何发展为物理推理进行了分类。合作小组中的对话有时是通过“探索性对话”进行的,但是在对话的某些部分中,学生发展自己的思想而没有其他人的回应。提供了一些证据:1)学生如何使用探索性的谈话就任务的边界条件达成共识; 2)学生如何通过开始谈论他们所拥有的经验并以他们的经验作为论据来更精确地陈述问题,以及3)在意义形成过程中如何提出单个问题。在本案例研究中,我们发现学生的个人日常生活经历在小组讨论中发展为物理推理。因此,我们为在物理课堂上争取更多的时间来解决开放式物理问题,这些问题促使小组讨论脱离了自己的经验并增强了对物理的理解。

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