Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale
Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale
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下一代横切主题：有助于学生理解大小和规模的因素
DOI：
10.1002/tea.21443
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发表时间：
2018
影响因子：
4.6
通讯作者：
G. Childers
中科院分区：
文献类型：
--
作者：
K. Chesnutt;M. Jones;R. Hite;Emily Cayton;M. Ennes;E. Corin;G. Childers
本研究探讨了学生（N= 232）对大小和规模概念的个体差异在多大程度上可以通过学生天生的数字感、校外科学经验、接触大小和规模教学、性别认同和种族/民族认同等因素来解释。人们越来越重视使用交叉概念来促进科学中的深度学习。多元线性回归表明，学生的种族/民族身份，校外规模的经验，并暴露于规模和规模的教学显着增加了预测模型。这项研究的结果既可以为将横切概念纳入教学法的运动提供信息，也可以为教育工作者、管理者和其他利益相关者提供信息，这些因素可能会影响学生对横切概念的理解，如规模、比例和数量。
This study examined the degree to which individual differences in students' (N= 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.
影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
Siegler, RS
影响因子：
6.4
作者：
Feigenson L;Libertus ME;Halberda J
通讯作者：
Halberda J
影响因子：
2.6
作者：
Libertus ME;Odic D;Feigenson L;Halberda J
通讯作者：
Halberda J