Building an understanding of geological time: A cognitive synthesis of the “macro” and “micro” scales of time
Building an understanding of geological time: A cognitive synthesis of the “macro” and “micro” scales of time
复制标题
建立对地质时间的理解：“宏观”和“微观”时间尺度的认知综合
DOI：
10.1130/2006.2413(06
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发表时间：
2006
影响因子：
2.3
通讯作者：
N. Orion
中科院分区：
文献类型：
--
作者：
J. Dodick;N. Orion
在地质学上，很少有发现比地质年代更重要。然而，对于大多数人来说，由于其规模庞大，不可能掌握。在本章中，我们根据我们在认知和教育方面的研究提出了解决这一问题的方法。我们的研究策略是在包含地球历史主要特征的深时宏观尺度和以地层为代表的相对时间微观尺度之间进行地质时间的解耦，我们称之为基于事件的研究，我们称之为基于逻辑的研究。我们基于事件的研究集中在化石记录的大规模时间尺度内学习宏观进化的问题。我们通过创建一个四阶段学习模型来解决这个问题，在这个模型中，学生们操纵一系列越来越复杂的进化视觉表征。项目后的结果表明，学生们对化石记录中的宏观进化有了更好的理解;此外，他们认识到绝对时间中的不同事件需要不同的时间尺度才能发生。我们的逻辑为基础的研究使用蒙塔格内罗的历时性思维模型作为描述学生如何重建地质系统的时间的基础。利用这一模型，我们设计了三个专门的工具来测试一个样本的初中和高中学生。研究结果表明，9-12年级和7-8年级学生在地质系统重构能力上存在显著差异。此外，以色列11-12年级的地质专业学生在此类重建任务中比非地质专业学生具有明显优势。
Few discoveries in geology are more important than geological time. However, for most people it is impossible to grasp because of its massive scale. In this chapter we offer a solution to this problem based on our research in cognition and education. Our strategy involves the decoupling of geological time between the macro-scale of "deep time which includes the major features of earth history, and whose research we call event-based studies, and the micro-scale of relative time represented by strata, whose research we term logicbased studies. Our event-based study focuses on the problem of learning about macroevolution within the massive time scale of the fossil record. We approached this problem by creating a four-stage learning model in which the students manipulate a series of increasingly complex visual representations of evolution in time. Post program results indicate that students had a better understanding of macroevolution as seen in the fossil record; moreover, they appreciated that different events in absolute time required different scales of time to occur. Our logic-based studies used Montagnero’s diachronic thinking model as a basis for describing how students reconstruct geological systems in time. Using this model, we designed three specialized instruments to test a sample of middle and high school students. Our findings indicated that there were significant differences between grade 9–12 and grade 7–8 students in their ability to reconstruct geological systems. Moreover, grade 11-12 geology majors in Israel had a significant advantage over their non-geological counterparts in such reconstruction tasks.