Pupils' understanding of simple electrical circuits. Some implications for instruction
Pupils' understanding of simple electrical circuits. Some implications for instruction
复制标题
学生对简单电路的理解。
DOI：
10.1088/0031-9120/23/2/004
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发表时间：
1988
影响因子：
--
通讯作者：
David Shipstone
中科院分区：
文献类型：
--
作者：
David Shipstone
全世界有许多关于儿童对基本电气概念的理解的研究，因此现在对他们的许多困难有了相当清楚的了解。相比之下，补救工作还处于起步阶段。本文介绍了有关儿童的电路，电流和电能的概念的困难的研究结果，并讨论了一些可能的方法来指导出现在这些研究结果的光。许多研究都是在建构主义心理学的范式内进行的，该范式将所有人视为原型科学家，构建假设并根据经验对其进行测试，作为他们理解周围世界的方式。在寻求理解电现象的过程中，孩子们构建了各种解释性的概念模型，其中一些模型他们会非常顽固地坚持下去。
There have been many studies worldwide of children's understanding of basic electrical concepts so that there is now quite a clear picture of many of their difficulties. By contrast, work on remediation is in its infancy. The article describes research findings concerning children's difficulties with the concepts of circuit, current and electrical energy and discusses some possible approaches to instruction which arise in the light of these findings. Much of the research carried out has been within the paradigm of constructivist psychology which views all human beings as prototypical scientists, constructing hypotheses and testing these against experience as their way of understanding the world around them. In seeking to understand electrical phenomena children construct a variety of explanatory conceptual models, some of which they then hold very tenaciously.