Characterizing Representational Learning: A Combined Simulation and Tutorial on Perturbation Theory.
Characterizing Representational Learning: A Combined Simulation and Tutorial on Perturbation Theory.
复制标题
表征表征学习：扰动理论的模拟和教程相结合。
DOI：
10.1103/physrevphyseducres.13.020131
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发表时间：
2017
影响因子：
0.9
通讯作者：
G. Passante
中科院分区：
文献类型：
--
作者：
A. Kohnle;G. Passante
分析，构建和物理思想的图形，图片和数学表示之间的转换，并通过它们灵活地推理（“表征能力”）是物理专业知识的关键特征，但对学习者来说是一个挑战。交互式计算机模拟和华盛顿大学风格的教程都有支持表征学习的启示。本文介绍了工作，以表征学生的自发使用表示之前和之后的工作与一阶能量校正的背景下，量子力学与时间无关的微扰理论的模拟和教程相结合。数据收集从两个机构使用前，中，后测试，以评估短期和长期收益。一个代表性的能力水平框架进行了调整，以制定评估项目的水平描述。结果表明，学生所使用的表示的数量增加，他们之间的一致性，结合模拟教程。表征能力水平的分布表明，从感性到语义使用的表征的基础上，其潜在的意义。在活动设计方面，本研究说明了需要支持学生在模拟中所示的表示的意义，并在学习选择最合适的表示为给定的任务。在表征表征能力方面，本研究说明了专注于表征的感知、句法和语义使用的框架的有用性。
Analyzing, constructing, and translating between graphical, pictorial, and mathematical representations of physics ideas and reasoning flexibly through them (“representational competence”) is a key characteristic of expertise in physics but is a challenge for learners to develop. Interactive computer simulations and University of Washington style tutorials both have affordances to support representational learning. This article describes work to characterize students’ spontaneous use of representations before and after working with a combined simulation and tutorial on first-order energy corrections in the context of quantummechanical time-independent perturbation theory. Data were collected from two institutions using pre-, mid-, and post-tests to assess shortand long-term gains. A representational competence level framework was adapted to devise level descriptors for the assessment items. The results indicate an increase in the number of representations used by students and the consistency between them following the combined simulation tutorial. The distributions of representational competence levels suggest a shift from perceptual to semantic use of representations based on their underlying meaning. In terms of activity design, this study illustrates the need to support students in making sense of the representations shown in a simulation and in learning to choose the most appropriate representation for a given task. In terms of characterizing representational abilities, this study illustrates the usefulness of a framework focusing on perceptual, syntactic, and semantic use of representations.
DOI：
10.20982/tqmp.08.1.p023
发表时间：
2012
期刊：
Tutorials in quantitative methods for psychology
影响因子：
--
作者：
Hallgren KA
通讯作者：
Hallgren KA