Conceptual change among middle school students studying elementary thermodynamics
Conceptual change among middle school students studying elementary thermodynamics
复制标题
初等热力学中学生观念的转变
DOI：
10.1007/bf01575468
复制
发表时间：
1996
影响因子：
4.4
通讯作者：
E. Lewis
中科院分区：
文献类型：
--
作者：
E. Lewis
人们对学习者重新组织和重新表述知识的过程非常感兴趣。这项研究通过探索两个问题增加了目前的理解。“在学习基础热力学的过程中，学习者的理解如何变化？”以及“是什么促使学习者重新组织他们的知识？”概念的变化和影响因素，在一个学期的过程中，在八年级的物理科学类的变化。一般学生的理解进行了评估，通过开放式的前测，短期测试和后测给予整个人口（N=180）。这是结合了一系列的五个临床访谈的过程中，13周的教学期为33名学生的性别和班级期间分层随机设计选择的。分析结合了实验组的面试和笔试数据以及整个人群的笔试数据，允许在受试者内和受试者之间进行分析。一个详细的过程中出现的概念变化与个人差异说明知识整合的障碍。在科学教学中有更广泛的应用推理。
There is great interest in the processes by which learners reorganize and reformulate knowledge. This research adds to the current understanding by exploring two questions. “How does the learner's understanding change during the study of elementary thermodynamics?,” and “What motivates learners to restructure or reorganize their knowledge?” The conceptual changes and factors affecting that change over the course of a semester within an eighth grade physical science class are presented. General student understanding was assessed through open ended pretests, short tests and posttests given to the entire population (N=180). This was combined with a series of five clinical interviews over the course of the 13 week instruction period for each of 33 students selected by stratified random design for gender and class period. Analysis combined interview and written test data for the experimental groups and written test data for the entire population, allowing both within subject and between subject analyses. A detailed process of conceptual change emerges with individual differences illustrating impediments to knowledge integration. Inferences that have broader application in science instruction are made.