Conceptual Profile of Substance
Conceptual Profile of Substance
复制标题
物质的概念概况
作者：
Raúl Orduña Picón;H. Sevian;E. Mortimer
教师在与学生一起构建实质概念时面临着挑战，因为学生的日常生活和课堂上形成的规范思想中出现了意义的张力。解决学习、教学和研究挑战的有力工具是概念概况理论。根据这一理论，人们采用各种方式来概念化世界来表示经验。概念概况是思考和谈论在各种背景下使用的给定科学概念的异质性模型。为了更好地理解思考/谈论物质的异质性，本研究旨在回答：（1）构成物质概念轮廓的区域是什么？ (2) 教师和学生在进行课堂形成性评估活动时表现出哪些思考和谈论实质内容的方式？该研究采用归纳-演绎定性分析方法，分析来自化学史、化学哲学和学生思维的二手数据，以及来自八个教室的学生和教师问卷调查和访谈以及其中四个教室的形成性评估活动的主要数据。通过识别每个区域的本体论、认识论和价值论承诺，发现了六个概念概况区域。随后，通过重新分析形成性评估活动来测试实质的概念概况，以代表高中生和教师对实质的思考。研究发现，所开发的概念概况是有效的，因此对教师来说很有用，可以代表化学课堂上对物质的思考的异质性。
Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of conceptualizing the world to signify experiences. Conceptual profiles are models of the heterogeneity of modes of thinking and speaking about a given scientific concept which are used in a variety of contexts. To better understand the heterogeneity of thinking/speaking about substance, the present study aimed to answer: (1) What are the zones that constitute the conceptual profile of substance?; and (2) What ways of thinking and speaking about substance do teachers and students exhibit when engaged in a classroom formative assessment activity? The study adopted an inductive–deductive qualitative analysis approach to analyze secondary data from the history of chemistry, philosophy of chemistry, and student thinking, as well as primary data from student and teacher questionnaires and interviews in eight classrooms, and a formative assessment activity in four of these classrooms. Six conceptual profile zones were found through identifying sets of ontological, epistemological, and axiological commitments regarding each zone. Subsequently, the conceptual profile of substance was tested by employing it to re-analyze the formative assessment activity to represent high school students’ and teachers’ thinking about substance. The developed conceptual profile was found to be effective, thus prospectively useful to teachers, in representing the heterogeneity of thinking about substance in chemistry classrooms.
表征经验丰富的科学教师的形成性评估制定
影响因子：
4.3
作者：
Dini, Vesal;Sevian, Hannah;Caushi, Klaudja;Orduña Picón, Raúl
通讯作者：
Orduña Picón, Raúl