Teaching Science for Conceptual Change: Theory and Practice
Teaching Science for Conceptual Change: Theory and Practice
复制标题
科学教学促进观念转变：理论与实践
DOI：
10.4324/9780203154472-36
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发表时间：
2008
影响因子：
2.3
通讯作者：
A. Widodo
中科院分区：
文献类型：
--
作者：
R. Duit;D. Treagust;A. Widodo
简介 本章包含两部分。在第一部分中，我们讨论了一系列产生不同概念转变概念的理论观点，并说明研究人员如何从这些不同的角度概念化教学和学习科学。在第二部分中，我们报告了有关这些观点在常规科学课程中的认识和实施的研究，并记录了从概念转变的角度对有效教学和学习科学的了解与教学实践的现实之间仍然存在很大差距。最后，我们认为有必要对普通课堂上的教师如何更加熟悉概念变革的关键思想进行更多研究。
Introduction This chapter contains two parts. In the first part, we discuss a range of theoretical perspectives giving rise to different notions of conceptual change and illustrate how researchers have conceptualized teaching and learning science from these different perspectives. In the second part, we report on studies about the awareness and implementation of these perspectives in regular science classes and document that there is still a large gap between what is known about effective teaching and learning science from conceptual change perspectives and the reality of instructional practice. Finally, we argue that more research is necessary on how teachers in regular classrooms can become more familiar with the key ideas of conceptual change.