Tapping epistemological resources for learning physics
Tapping epistemological resources for learning physics
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DOI：
10.1207/s15327809jls1201_3
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发表时间：
2003-01-01
影响因子：
3.8
通讯作者：
Elby, A
中科院分区：
文献类型：
--
作者：
Hammer, D;Elby, A
关于个人认识论的研究已经开始考虑本体论：天真的认识论是以稳定的、单一的信念的形式存在，还是以细粒度的、上下文敏感的资源的形式存在？然而，像这样关于认知理论的微妙之处的辩论，可能很难与日常教学实践联系起来。我们在这篇文章中的目的就是建立这种联系。我们首先回顾了支持后一种说法的原因，即幼稚的认识论是由细粒度的、上下文敏感的资源组成的；作为这一论点的一部分，我们注意到熟悉的策略和课程默认地将认识论资源归因于学生。然后，我们提出了几种策略，旨在更明确地帮助学生利用这些资源学习入门物理。最后，我们对这项工作进行了反思，认为这是两种学生思维探究模式、教学模式和正式学习研究模式之间相互作用的例子。
Research on personal epistemologies has begun to consider ontology: Do naive epistemologies take the form of stable, unitary beliefs or of fine-grained, context-sensitive resources? Debates such as this regarding subtleties of cognitive theory, however, may be difficult to connect to everyday instructional practice. Our purpose in this article is to make that connection. We first review reasons for supporting the latter account, of naive epistemologies as made up of fine-grained, context-sensitive resources; as part of this argument we note that familiar strategies and curricula tacitly ascribe epistemological resources to students. We then present several strategies designed more explicitly to help students tap those resources for learning introductory physics. Finally, we reflect on this work as an example of interplay between 2 modes of inquiry into student thinking, that of instruction and that of formal research on learning.