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Modeling Pupils' Understanding and Explanations Concerning Changes in Matter

机译:模拟学生对事物变化的理解和解释

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The explanations of thirty primary pupils for changes in matter were recorded through individual, semi-structured interviews. The analysis of data pointed to the construction of a system for classifying pupils' explanations of changes in matter. A parallel analysis of data focused on the identification and interpretation of associations between the explanatory categories resulting from the classification, and certain variables of the context, that is (a) category of change to be explained, and (b) familiarity with the system about which they were being questioned. The results of the two phases of the analysis were combined with the findings of a previous study, to produce the formation of a limited number of pupils' models concerning matter, changes in matter and their explanations. Pupils' models involve a variety of conceptions which could be attributed to the presence of a conceptual obstacle: that is the “continuous and static conception of matter.” The definition of teaching objectives in relation to obstacles (“obstacles as objectives”) can bring together pupils' conceptions with concepts to be built and consequently to contribute to the design and evaluation of constructivist teaching and appropriate material.
机译:通过个别的半结构化访谈记录了三十名小学生对物质变化的解释。数据分析指出,要建立一个对学生对物质变化的解释进行分类的系统。数据的并行分析着重于识别和解释由分类产生的解释性类别与上下文的某些变量之间的关联,即(a)要解释的变更类别,以及(b)对系统的熟悉程度他们受到了质疑。分析的两个阶段的结果与先前研究的结果相结合,以形成有限数量的学生关于物质,物质变化及其解释的模型。小学生的模型涉及各种概念,这可以归因于概念障碍的存在:即“物质的连续和静态概念”。与障碍有关的教学目标的定义(“障碍作为目标”)可以将学生的观念与要建立的观念结合在一起,从而有助于建构主义教学和适当材料的设计和评估。

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