Uncovering students’ thinking about thinking using concept maps
Uncovering students’ thinking about thinking using concept maps
复制标题
利用概念图揭示学生的思考方式
DOI：
10.1007/s11409-009-9040-x
复制
发表时间：
2009
影响因子：
3.3
通讯作者：
L. Hadar
中科院分区：
文献类型：
--
作者：
Ron Ritchhart;T. Turner;L. Hadar
在一项旨在促进学生思维倾向发展的持续多年干预的背景下，探索了一种揭示学生思维的方法，特别是他们的元策略知识。本文介绍了一种可供课堂教师使用的概念图工具的开发，以及一个用于解释学生反应的分析框架。在一项初步研究中，概念图工具被试用来评估学生在课堂上参与一年后思维观念的变化，他们的老师积极地试图通过注意和命名观察到的思维以及引入和使用思维常规来使思维更明显(Ritchhart和Perkins)。教育领导力，65(5)，57-61,2008)。研究人员分析了239名三年级到十一年级学生的概念图。结果表明，学生的思维概念确实会随着年龄的增长而改善，但也可以通过课堂文化得到实质性的发展，在这种文化中，思维是模式化的，并且存在着丰富的思考机会。事实证明，概念图工具本身是揭示学生思维方式的有力工具。
A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions. The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’ responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering students’ thinking about thinking.