Moving Beyond Misconceptions: Learning Progressions as a Lens for Seeing Progress in Student Thinking
Moving Beyond Misconceptions: Learning Progressions as a Lens for Seeing Progress in Student Thinking
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超越误解：学习进步作为观察学生思维进步的镜头
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
C. Aufschnaiter
中科院分区：
文献类型：
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作者：
Alicia C. Alonzo;C. Aufschnaiter
在教学中解决学生的概念问题是几十年来物理教育中的一个主要问题。然而，太多时候的重点是把学生的想法作为“误解”，而不是作为潜在的生产力的想法，不同程度的复杂性。本文介绍了学习进展的模型，描述的想法学生可能会持有不同程度的复杂性。这种指导可以帮助我们关注学生现有的理解，而不是学生还不知道的东西。有了这种细致入微的结构化学生学习模型，我们可以确保我们的评估不仅检查学生是否有“正确”的答案，而且可以更准确地了解学生对内容的真正理解，从而为满足学生学习需求的教学提供信息。
Addressing student conceptions with instruction has been a major issue in physics education for decades. However, too often the focus is on treating student ideas as “misconceptions” rather than as potentially productive ideas with varying degrees of sophistication. This paper introduces learning progressions as models that describe ideas students are likely to hold at varying levels of sophistication. This guidance can help us to focus on students’ existing understanding, rather than on what students do not yet know. With such nuanced and structured models of student learning, we can ensure that our assessments do not just check for whether students have the “right” answer, but obtain a more accurate “picture” of what students truly understand about the content to inform instruction that is responsive to students’ learning needs.