A Classroom Practice of Error-Based Simulation as Counterexample to Students' Misunderstanding of Mechanics
A Classroom Practice of Error-Based Simulation as Counterexample to Students' Misunderstanding of Mechanics
复制标题
基于误差的模拟课堂实践作为学生力学误解的反例
DOI：
10.1007/978-3-540-89197-0_90
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
T. Hirashima
中科院分区：
文献类型：
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作者：
Tomoya Horiguchi;Isao Imai;Takahito Toumoto;T. Hirashima
本文报道了某初中使用基于误差的仿真（EBS）帮助学生学习基础力学的课程实践。 EBS在假设学生错误解正确的情况下模拟机械系统的运动，经过实验室实验证明是有效的[4,6,7,9]。 24名学生参加了110分钟的课程，通过使用生成并显示EBS的系统来学习力学。他们还进行了课前/课后/延迟测试，并在课后接受了老师的采访。结果是：（1）本次实践课激发了学生自主发现力学知识的学习积极性；（2）对提高和保持学生解决力学问题的表现有很大作用；（3）系统的可用性足以满足课堂实践的需要。从这些结果来看，我们在初中更大规模、连续性的课程中看到了EBS的实际应用前景。
This paper reports on the practice of a lesson in a junior high school in which Error-based Simulation (EBS) was used for helping students learn elementary mechanics. EBS simulates the motion of mechanical system assuming that students' erroneous solutions were correct, which has been proved to be effective through laboratory experiments [4, 6, 7, 9]. Twenty-four students participated in the lesson of 110minutes and learned mechanics by using the system which generates and shows EBS. They also worked on the pre-/post-/delay-tests and were interviewed by the teacher after the lesson. The results are: (1) the lesson in this practice caused the greatly motivated learning activities through which the students discovered the knowledge of mechanics by themselves, (2) it had great effect to improve and keep the students' performance in solving mechanics problems, and (3) the usability of the system was sufficient for the practice in classroom lessons. From these results, we got a good prospect for practical use of EBS in more large-scale and continuous lessons in junior high school.
基于错误的模拟对学习机制的概念改变
DOI：
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发表时间：
2005
期刊：
Proc. of ICCE2005 (Int.Conf. on Computers in Education)
影响因子：
--
作者：
Toshiyuki;Yasuda;M.Sirayama;Y.Sugaya;高木圭;Horiguchi Tomoya
通讯作者：
Horiguchi Tomoya