Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
复制标题
学生的意思并不总是我们认为的那样：一种提问策略，以引出学生系统模型中意外因果模式背后的推理
DOI：
10.1007/s10763-022-10308-z
复制
发表时间：
2023
影响因子：
2.2
通讯作者：
Damelin, Daniel
中科院分区：
文献类型：
--
作者：
Stephens, A. Lynn;Roderick, Steven;Shin, Namsoo;Damelin, Daniel
进行系统思考的能力是理解复杂问题所必需的。虽然许多大学预科学生使用系统建模工具，但学生对发散和汇聚链中相互作用的因果关系以及这些关系如何影响系统行为的推理证据有限。连续两年对73名高中生实施了关于气体现象的化学单元。虽然这些现象可以用简单的线性因果推理来解释，但许多学生模型包括令人惊讶和有问题的因果链和非线性模式。通常，在课堂和采访中关于学生模型的讨论集中在个人因果关系上。然而，在我们的经验中，这可能无法使两个或更多关系组合所产生的概念问题浮出水面。利用19名学生的访谈数据，我们寻找学生解释他们的概念的例子，并确定了引发这些解释的提问策略。看起来最有成效的问题是关于三到四个变量的模型子结构中不相邻变量之间的远端关系。在回答这些问题时，八名学生表达了他们对关系组合的思考，包括课堂教学中没有出现的意想不到的推理。通过三次访谈的样本，我们认为学生参与了复杂的因果推理，这可能是隐含的和意想不到的，如果这一点不被认识到，它就不能在教学中得到回应。我们认为，使用模型子结构作为相互的视觉参照，以及一个简单的提问策略，可以帮助学生清楚地表达他们的因果推理。
An ability to engage in system thinking is necessary to understand complex problems. While many pre-college students use system modeling tools, there is limited evidence of student reasoning about causal relationships that interact in diverging and converging chains, and how these affect system behavior. A chemistry unit on gas phenomena was implemented in two successive years with 73 high school students. Although the phenomena could be explained with simple linear causal reasoning, many student models included surprising and problematic causal chains and non-linear patterns. Commonly, discussion about student models in classrooms and interviews focuses on individual causal relationships. However, in our experience, this can fail to bring to the surface conceptual issues that result from the combination of two or more relationships. Using interview data from 19 students, we looked for instances where students explained their conceptions and we identified questioning strategies that elicited these explanations. Questions that appeared most productive asked about distal relationships between nonadjacent variables in model substructures of three to four variables. In response to these questions, eight students expressed their thinking about relationship combinations, including unexpected reasoning that had not emerged during classroom instruction. Using exemplars from three interviews, we argue that students engage in complex causal reasoning that may be implicit and unexpected, and that if this is not recognized, it cannot be responded to during instruction. We suggest that using model substructures as a mutual visual referent along with a simple questioning strategy shows promise for helping students make their causal reasoning explicit.
登录
查看更多内容
系统能力——小学生能够处理生物系统吗？
DOI：
--
发表时间：
2012
期刊：
影响因子：
--
作者：
Cornelia Sommer;Markus Lücken
通讯作者：
Markus Lücken
影响因子：
2.1
作者：
D. Kuhn;David Dean, Jr.
通讯作者：
David Dean, Jr.
临床面试技巧与数学教师注意之间的潜在关系：一项探索性研究
DOI：
--
发表时间：
2020
期刊：
影响因子：
--
作者：
Mi Yeon Lee
通讯作者：
Mi Yeon Lee
保留形成性评估访谈：有能力提问的发展
DOI：
--
发表时间：
2014
期刊：
影响因子：
--
作者：
Ingrid S. Weiland;R. Hudson;Julie M. Amador
通讯作者：
Julie M. Amador
影响因子：
4.6
作者：
Osborne, J;Erduran, S;Simon, S
通讯作者：
Simon, S