Model construction as a learning activity: a design space and review
Model construction as a learning activity: a design space and review
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DOI：
10.1080/10494820.2013.803125
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发表时间：
2013-08-01
影响因子：
5.4
通讯作者：
VanLehn, Kurt
中科院分区：
文献类型：
--
作者：
VanLehn, Kurt
建模作为学习科学和数学的一种方式，以及作为一种有用的认知技能，正变得越来越重要。虽然许多学习活动都符合建模的条件，但本文关注的活动是：（1）学生构建模型，而不是探索给定的模型;（2）模型是用形式语言表达的，而不是图纸，物理对象或自然语言文本;（3）模型的预测是通过在计算机上执行来生成的。大多数关于这类学习活动的研究都集中在让学生成功地构建模型上，他们发现这很难做到。希望新的研究可以找到消除这一瓶颈的方法，本文试图列出所有的主要思想，出现在文献中，并可能有助于那些开发新的学习活动，涉及模型的建设。这些想法被组织成一个有五个维度的设计空间：（1）建模语言类型，（2）描述学生应该建模的系统的方法，（3）教学目标及其相应的评估，（4）常见的学生困难和（5）支架类型。
Modeling is becoming increasingly important both as a way to learn science and mathematics, and as a useful cognitive skill. Although many learning activities qualify as modeling, this article focuses on activities where (1) students construct a model rather than explore a given model, (2) the model is expressed in a formal language rather than drawings, physical objects or natural language texts and (3) the model's predictions are generated by executing it on a computer. Most research on such learning activities has focused on getting students to successfully construct models, which they find very difficult to do. In the hope that new research can find ways to remove this bottleneck, this article attempts to list all the major ideas that have appeared in the literature and might be useful to those developing new learning activities involving model construction. The ideas are organized into a design space with five dimensions: (1) modeling language types, (2) ways for describing the systems that students should model, (3) instructional objectives and their corresponding assessments, (4) common student difficulties and (5) types of scaffolding.