Helping physics students learn how to learn
Helping physics students learn how to learn
复制标题
DOI：
10.1119/1.1377283
复制
发表时间：
2001-07-01
影响因子：
0.9
通讯作者：
Elby, A
中科院分区：
文献类型：
--
作者：
Elby, A
学生的“认识论”信念--他们对知识和学习本质的看法--影响他们如何对待物理课程。例如，一个认为物理知识主要由不相关的事实和公式组成的学生与一个将物理视为相互关联的概念网络的学生的学习方式会有所不同。不幸的是，以前的研究表明，物理课程，即使是那些帮助学生学习概念特别好，一般不会导致学生的认识论信念的显着变化。本文讨论了教学实践和课程元素，适合大学和高中，帮助学生发展更复杂的知识和学习的信念，测量的马里兰州物理期望调查和物理科学的认识论信念评估。(C)2001年美国物理教师协会。
Students' "epistemological" beliefs-their views about the nature of knowledge and learning-affect how they approach physics courses. For instance, a student who believes physics knowledge to consist primarily of disconnected facts and formulas will study differently from a student who views physics as an interconnected web of concepts. Unfortunately, previous studies show that physics courses, even ones that help students learn concepts particularly well, generally do not lead to significant changes in students' epistemological beliefs. This paper discusses instructional practices and curricular elements, suitable for both college and high school, that helped students develop substantially more sophisticated beliefs about knowledge and learning, as measured by the Maryland Physics Expectations Survey and by the Epistemological Beliefs Assessment for Physical Science. (C) 2001 American Association of Physics Teachers.