Strongly and Weakly Directed Approaches to Teaching Multiple Representation Use in Physics
Strongly and Weakly Directed Approaches to Teaching Multiple Representation Use in Physics
复制标题
物理中多重表示教学的强定向和弱定向方法
DOI：
10.1103/physrevstper.3.010108
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发表时间：
2007
影响因子：
--
通讯作者：
N. Finkelstein
中科院分区：
文献类型：
--
作者：
P. Kohl;David Rosengrant;N. Finkelstein
2006 年 12 月 11 日收到； 2007 年 6 月 12 日出版；出版商错误已于 2007 年 6 月 18 日更正； 2007年7月27日更正正确使用多重表示被认为是学习物理的关键，因此有相当大的动机去学习学生在解决问题时如何使用多重表示以及学习如何最好地教授使用多重表示解决问题。在这项对科罗拉多大学科罗拉多大学和新泽西州立大学罗格斯大学两门基于代数的大型物理课程的研究中，我们解决了这两个问题。这两门课程的学生都解决了五个不同难度的常见静电问题，我们检查了他们的解决方案，以澄清多重表示的使用和涉及自由体图的问题的表现之间的关系。我们还比较了各课程的数据，因为两门基于物理教育研究的课程采用截然不同的方法来教授多重表示的使用。罗格斯大学的课程采用强烈的针对性方法，强调具体的启发式和解决问题的策略。科罗拉多大学的课程采用弱定向方法，在不教授特定策略的情况下模拟良好的问题解决方法。我们发现，在这两门课程中，学生都广泛使用了多重表示，并且这种使用在完整且正确的情况下与成绩的显着提高相关。表示法的使用存在一些细微的差异，并且与给出的指令类型一致。最重要的是结果中强烈且广泛的相似性，表明教学方法或其组合可有助于帮助学生学习使用多重表示来解决问题和概念发展。DOI：10.1103/PhysRevSTPER.3.010108 PACS 编号：01.40.Fk
Received 11 December 2006; published 12 June 2007; publisher error corrected 18 June 2007; corrected 27 July 2007Good use of multiple representations is considered key to learning physics, and so there is considerablemotivation both to learn how students use multiple representations when solving problems and to learn howbest to teach problem solving using multiple representations. In this study of two large-lecture algebra-basedphysics courses at the University of Colorado CU and Rutgers, the State University of New Jersey, weaddress both issues. Students in each of the two courses solved five common electrostatics problems of varyingdifficulty, and we examine their solutions to clarify the relationship between multiple representation use andperformance on problems involving free-body diagrams. We also compare our data across the courses, sincethe two physics-education-research-based courses take substantially different approaches to teaching the use ofmultiple representations. The course at Rutgers takes a strongly directed approach, emphasizing specific heu-ristics and problem-solving strategies. The course at CU takes a weakly directed approach, modeling goodproblem solving without teaching a specific strategy. We find that, in both courses, students make extensive useof multiple representations, and that this use when both complete and correct is associated with significantlyincreased performance. Some minor differences in representation use exist, and are consistent with the types ofinstruction given. Most significant are the strong and broad similarities in the results, suggesting that eitherinstructional approach or a combination thereof can be useful for helping students learn to use multiplerepresentations for problem solving and concept development.DOI: 10.1103/PhysRevSTPER.3.010108 PACS number s : 01.40.Fk