Examining the Relationship Between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry
Examining the Relationship Between Students' Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry
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DOI：
10.1080/09500691003720671
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发表时间：
2011-01-01
影响因子：
2.3
通讯作者：
Wilensky, Uri
中科院分区：
文献类型：
--
作者：
Gobert, Janice D.;O'Dwyer, Laura;Wilensky, Uri
本研究旨在探讨高中生对模型本质的理解，以及他们在生物、物理和化学三个科学领域与基于模型的软件的互动。从736名高中学生的模型的理解的数据收集使用学生的理解模型在科学（SUMS）调查的一部分，在基于技术的课程单元的背景下，在三个科学领域的大规模，纵向研究。方差分析和回归分析的结果表明，有学生的模型在三个领域的前测试的理解的差异，以及较高的后测试成绩与从事了更多的课程活动，但只有在化学领域。分析还表明，模型分量表分数和测试后的内容知识的前测理解之间的关系在不同的领域。讨论了如何促进学生对模型本质的理解。
This research addresses high school students' understandings of the nature of models, and their interaction with model-based software in three science domains, namely, biology, physics, and chemistry. Data from 736 high school students' understandings of models were collected using the Students' Understanding of Models in Science (SUMS) survey as part of a large-scale, longitudinal study in the context of technology-based curricular units in each of the three science domains. The results of ANOVA and regression analyses showed that there were differences in students' pre-test understandings of models across the three domains, and that higher post-test scores were associated with having engaged in a greater number of curricular activities, but only in the chemistry domain. The analyses also showed that the relationships between the pre-test understanding of models subscales scores and post-test content knowledge varied across domains. Some implications are discussed with regard to how students' understanding of the nature of models can be promoted.