Mental Models Of Groundwater Residence: A Deeper Understanding Of Students’ Preconceptions As A Resource For Teaching And Learning About Groundwater And Aquifers
Mental Models Of Groundwater Residence: A Deeper Understanding Of Students’ Preconceptions As A Resource For Teaching And Learning About Groundwater And Aquifers
复制标题
地下水居住的心理模型：更深入地了解学生作为地下水和含水层教学资源的先入之见
DOI：
10.19030/jaese.v5i1.10192
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Justin M. Elwonger
中科院分区：
文献类型：
--
作者：
L. Arthurs;Justin M. Elwonger
公众对地下水资源的了解越来越有必要。了解什么是地下水和含水层是理解更复杂问题的基础，如地下水质量和可用性。然而，地下水和相关概念是教师最难教授的主题之一。尽管建构主义理论认为学生的先入之见或误解可以用作教学工具，关于地下水居住地究竟是怎样的问题仍然存在。关于这一问题的资源观点指出，第一步是了解学生的先入之见。为了更深入地了解大学生关于地下水居住地的教学前心理模型，215名学生参加了在美国两所大型州立大学教授的入门级环境地球科学课程的调查。问卷调查要求被试画出一幅概念草图并进行标注，随后的访谈要求被试详细描述他们的概念草图。通过对收集到的数据进行分析，得出了八类心理模型。这些结果通过认知图式理论的透镜进行了解释，这些模式强调了学生关于地下水居住地的教学前心理模型的关键方面，教师可以利用这些信息来设计关于地下水和含水层的教学活动。
There is a growing need for public understanding about groundwater resources. Knowing what groundwater and aquifers are is fundamental to understanding more complex issues such as groundwater quality and availability. However, groundwater and related concepts are among the topics that instructors most struggle to teach. Although constructivist theories suggest that students’ preconceptions or misconceptions can be used as teaching tools, the question about exactly how remains. A resource perspective on this question states the first step involves understanding students’ preconceptions. To gain a deeper understanding of college students’ pre-instructional mental models about groundwater residence, 215 students enrolled in introductory-level environmental geoscience courses taught at two large US state universities were surveyed. An open-ended questionnaire asked participants to draw and label a concept sketch. Follow-up interviews asked participants to elaborate upon their concept sketches. Eight categories of mental models emerged from the analysis of the collected data. These results were interpreted through the lens of cognitive schema theory, which generated to four patterns of mental models. These patterns emphasize key aspects of students’ pre-instructional mental models about groundwater residence. Instructors can use this information to design instructional activities about groundwater and aquifers using a resource perspective.