Computer Support for the Collaborative Learning of Physics Concepts
Computer Support for the Collaborative Learning of Physics Concepts
复制标题
物理概念协作学习的计算机支持
DOI：
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发表时间：
1995
期刊：
影响因子：
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通讯作者：
M. Mackenzie
中科院分区：
文献类型：
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作者：
C. Howe;A. Tolmie;M. Mackenzie
现在人们普遍认识到，学生们不仅带着对物理事件的“另类概念”来到科学领域，而且这些概念在学生之间差别很大。这已经成为支持协作学习的主要论据，因为有人提出，给定学生必须预测、测试和解释的任务，不同概念的互动将具有特别有益的特性。本章报告了四项旨在测试该建议的研究，其中三项是针对小学生的，一项是针对中学生的。结果表明，不同概念的互动确实是有益的，但只有当学生的预测也不同时才有益。本章将论证这一建议，它只出现在他们的整体研究中，与计算机支持的协作学习有很大的相关性。因此，尽管只有中学的研究使用计算机来展示其任务，但这些研究对本书的主题有有趣的贡献。
It is now widely recognised that pupils not only come to science with ‘alternative concepts’ of physical events but also that these concepts vary greatly from pupil to pupil. This has become a major argument in favour of collaborative learning for it has been proposed that, given tasks where pupils have to predict, test and interpret, interaction where alternative concepts differ will have properties that are particularly beneficial. This chapter reports four studies designed to test the proposal, three with primary school children and one with secondary school children. The results suggest that interaction where alternative concepts differ is indeed beneficial, but only when the pupils also differ over the predictions they make. The chapter will argue that this suggestion, which only emerges from the studies in their totality, is of great relevance to computer supported collaborative learning. Thus, even though only the secondary school study used a computer to present its task, the studies contribute interestingly to the theme of the book.