Interactive lecture demonstrations: a tool for exploring and enhancing conceptual change
Interactive lecture demonstrations: a tool for exploring and enhancing conceptual change
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互动讲座演示：探索和加强概念变革的工具
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发表时间：
2007
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影响因子：
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通讯作者：
G. Ashkenazi
中科院分区：
文献类型：
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作者：
Rachel Zimrot;G. Ashkenazi
互动演示（ILD）是一种以学生为中心的教学方法，要求学生预测实验结果，观察结果，并就他们以前的期望进行讨论。这些示范旨在反驳学生已知的错误概念，产生认知冲突和对现有概念的不满，并促进概念转变的过程。本研究以ILD为基础，探讨认知冲突对概念转变过程的影响，以及学生互动在概念转变过程中的作用。三个主要层次的概念变化被确定：高-学生谁记得示范的结果，并解释它使用的共识模型;中等-学生谁可以回忆的结果，不满意他们的替代模型，但不切换到共识模型;和低-没有有意义的回忆的结果，并没有改变替代模型。实验中，两组被试分别进行了基于课堂演示的多项选择题测试，其中一组被试只观察演示，不进行预测和讨论。我们发现两组之间存在显著差异，非互动组学生回忆演示结果的能力明显下降。[化学教育研究实践，2007，8（2），197-211]
Interactive Lecture Demonstrations (ILD) are a student centered teaching method, in which students are asked to predict the outcome of an experiment, observe the outcome, and discuss it with respect to their former expectations. The demonstrations are designed to contradict students’ known misconceptions, generate cognitive conflict and dissatisfaction with the existing conception, and promote a process of conceptual change. An ILD based course was used to explore the effect of cognitive conflict on the conceptual change process, and the role of student interactivity in this process. Three major levels of conceptual change were identified: high – students who remember the outcome of the demonstration, and explain it using the consensus model; medium – students who can recall the outcome, are dissatisfied with their alternative model, but do not switch to the consensus model; and low – no meaningful recollection of the outcome, and no change in the alternative model. A multiple-choice test based on the lecture demonstration was given to two groups, one of which only observed the demonstrations, without predicting and discussing. We found a significant difference between the groups, with an obvious drop in students’ ability to recall the outcome of the demonstrations in the non-interactive group. [Chem. Educ. Res. Pract., 2007, 8 (2), 197-211]