Relation between students’ problem-solving performance and representational format
Relation between students’ problem-solving performance and representational format
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学生解决问题的表现与表征格式之间的关系
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
D. Meltzer
中科院分区：
文献类型：
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作者：
D. Meltzer
对学生在不同表述中提出的类似问题的解决问题表现的数据进行了分析。展示了在第二学期基于代数的普通物理课程中收集的 400 名学生的五年课堂数据。在课程开始时向学生提出了两个非常相似的牛顿第三定律问题，一个以语言表示形式提出，另一个以使用矢量图的图形表示形式提出。口头问题的正确回答比例始终高于图表问题，并且两个问题的错误回答模式也始终不同。本学期还向学生进行了两次额外的四题测验；每个测验都有四个非常相似的问题，以四种形式提出：语言、图表、数学/符号和图形。一般来说，四种表述的错误率非常相似，但有大量证据表明，相对于其他表述，女性学生在图形问题上的错误率略高，而男性学生的证据则更加模糊。还有证据表明，尽管男性和女性接受的指导相同，但与男性相比，女性在电路图问题上的错误率更高。
An analysis is presented of data on students’ problem-solving performance on similar problems posed in diverse representations. Five years of classroom data on 400 students collected in a second-semester algebra-based general physics course are presented. Two very similar Newton’s third-law questions, one posed in a verbal representation and one in a diagrammatic representation using vector diagrams, were given to students at the beginning of the course. The proportion of correct responses on the verbal question was consistently higher than on the diagrammatic question, and the pattern of incorrect responses on the two questions also differed consistently. Two additional four-question quizzes were given to students during the semester; each quiz had four very similar questions posed in the four representations: verbal, diagrammatic, mathematical/symbolic, and graphical. In general, the error rates for the four representations were very similar, but there was substantial evidence that females had a slightly higher error rate on the graphical questions relative to the other representations, whereas the evidence for male students was more ambiguous. There also was evidence that females had higher error rates on circuit-diagram problems in comparison with males, although both males and females had received identical instruction .