Learning Electricity with NIELS: Thinking with Electrons and Thinking in Levels
Learning Electricity with NIELS: Thinking with Electrons and Thinking in Levels
复制标题
与 NIELS 一起学习电：用电子思考和层次思考
DOI：
10.1007/s10758-009-9144-z
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
U. Wilensky
中科院分区：
文献类型：
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作者：
P. Sengupta;U. Wilensky
电被认为是所有年龄段的学生最具挑战性的话题之一。一些研究人员认为，对电的天真误解源于天真和专业知识结构之间的深层不可解释性（Slotta and Chi 2006; Chi 2005）或不兼容性（Chi et al.1994）。在本文中，我们认为，采用Wilensky和Resnick（1999）提出的基于涌现水平的观点，使我们能够重新认识通常注意到的关于电的误解，作为“水平之间滑动”的行为证据，即，这些误解出现时，否则生产知识元素有时被不适当地激活，由于某些宏观层面的现象学线索。然后，我们介绍NIELS（NetLogo调查电磁学），一门课程的紧急多代理为基础的计算模型。NIELS模型将电流和电阻等现象表示为电路中电子和其他电荷之间简单的体共振相互作用的结果。我们讨论了NIELS在本科物理课程的试点实施的结果，突出了一个紧急水平为基础的方法，为学生提供一个深刻的，专家一样的理解相关现象的能力，通过自举，而不是放弃他们现有的剧目的直觉知识。
Electricity is regarded as one of the most challenging topics for students of all ages. Several researchers have suggested that naïve misconceptions about electricity stem from a deep incommensurability (Slotta and Chi 2006; Chi 2005) or incompatibility (Chi et al.1994) between naïve and expert knowledge structures. In this paper we argue that adopting an emergent levels-based perspective as proposed by Wilensky and Resnick (1999), allows us to reconceive commonly noted misconceptions in electricity as behavioral evidences of “slippage between levels,” i.e., these misconceptions appear when otherwise productive knowledge elements are sometimes activated inappropriately due to certain macro-level phenomenological cues only. We then introduce NIELS (NetLogo Investigations In Electromagnetism), a curriculum of emergent multi-agent-based computational models. NIELS models represent phenomena such as electric current and resistance as emergent from simple, body-syntonic interactions between electrons and other charges in a circuit. We discuss results from a pilot implementation of NIELS in an undergraduate physics course, that highlight the ability of an emergent levels-based approach to provide students with a deep, expert-like understanding of the relevant phenomena by bootstrapping, rather than discarding their existing repertoire of intuitive knowledge.