What’s your goal? The importance of shaping the goals of engineering tasks to focus learners on the underlying science
What’s your goal? The importance of shaping the goals of engineering tasks to focus learners on the underlying science
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您的目标是什么？制定工程任务目标以使学习者专注于基础科学的重要性是什么？
DOI：
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发表时间：
2019
影响因子：
2.5
通讯作者：
Catherine C. Chase
中科院分区：
文献类型：
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作者：
Laura J. Malkiewich;Catherine C. Chase
参与工程任务可以帮助学生学习科学概念。然而，许多工程任务导致学生更多地关注其建设的成功，而不是学习科学内容，这可能会损害学生学习和传授科学原理的能力。两项实证研究调查了以内容为中心的学习目标和对比案例如何影响学生学习和迁移工程活动中的科学概念。高中生接受了一项工程挑战，其中包括理解和应用质心概念。在研究1中，86名学生被分成四种情况，在工程任务中，目标(内容学习与结果)和教学支架(对比案例与无案例)都被操纵。既有注重内容的学习目标，又有对比案例的学生，更能将科学原理转移到一项新任务中。与此同时，无论条件如何，注意到案例中深层结构的学生表现出更好的学习能力。第二项研究试图复制目标操纵的发现，同时解决研究1的一些局限性。在研究2中，78名学生接受了相同的工程任务，但有不同的案例，其中一半学生接受了学习目标，另一半学生接受了结果目标。被给予以内容为中心的学习目标的学生更看重科学学习资源，并且能够更好地在测试中将科学原理转化为新情景。在不同的条件下，学生越重视资源，他们学到的就越多，注意到深层结构的学生迁移得越多。这项研究强调了以内容为中心的学习目标对于支持从工程任务中转移科学原理的重要性，当学生有机会获得足够的教学支架时。
Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than on learning science content, which can hurt students’ ability to learn and transfer scientific principles from them. Two empirical studies investigate how content-focused learning goals and contrasting cases affect how students learn and transfer science concepts from engineering activities. High school students were given an engineering challenge, which involved understanding and applying center of mass concepts. In Study 1, 86 students were divided into four conditions where both goals (content learning vs. outcome) and instructional scaffolds (contrasting cases vs. no cases) were manipulated during the engineering task. Students with both content-focused learning goals and contrasting cases were better able to transfer scientific principles to a new task. Meanwhile, regardless of condition, students who noticed the deep structure in the cases demonstrated greater learning. A second study tried to replicate the goal manipulation findings, while addressing some limitations of Study 1. In Study 2, 78 students received the same engineering task with contrasting cases, while half the students received a learning goal, and half received an outcome goal. Students who were given content-focused learning goals valued science learning resources more and were better able to transfer scientific principles to novel situations on a test. Across conditions, the more students valued resources, the more they learned, and students who noticed the deep structure transferred more. This research underscores the importance of content-focused learning goals for supporting transfer of scientific principles from engineering tasks, when students have access to adequate instructional scaffolds.