UNDERSTANDING MODELS AND THEIR USE IN SCIENCE - CONCEPTIONS OF MIDDLE AND HIGH-SCHOOL-STUDENTS AND EXPERTS
UNDERSTANDING MODELS AND THEIR USE IN SCIENCE - CONCEPTIONS OF MIDDLE AND HIGH-SCHOOL-STUDENTS AND EXPERTS
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DOI：
10.1002/tea.3660280907
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发表时间：
1991-11-01
影响因子：
4.6
通讯作者：
SMITH, CL
中科院分区：
文献类型：
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作者：
GROSSLIGHT, L;UNGER, C;SMITH, CL
33名7年级混合能力的学生和22名11年级的荣誉学生接受了采访，了解他们的模型概念及其在科学中的应用。本文从三个方面进行分析：（1）描述学生自发回答的特点;（2）考察学生判断具体问题是否为模型的标准;（3）描述不同的一般理解模型水平如何反映不同的认识论观点。为了进行比较，还采访了四位专家。我们发现，在这两组学生的模型，基本上是符合一个天真的现实主义认识论的概念。因此，他们更倾向于将模型视为体现不同时空视角的现实的物理副本，而不是体现不同理论视角的构建表征。然而，随着学生的想法变得越来越复杂，他们越来越多地包括这样一个事实，即模型是为特定目的而设计的，特别是为了帮助交流。我们所有的专家都表达了与建构主义框架一致的想法，区分了抽象模型和物理模型，并阐明了模型用于构建和测试想法的方式。我们的研究结果表明，学生需要更多的经验，使用模型作为智力工具，更多的经验与模型，提供对比的概念观点的现象，和更多的讨论模型的作用，在科学探究的服务。
Thirty‐three 7th‐grade mixed‐ability students and 22 11th‐grade honors students were interviewed about their conceptions of models and their use in science. Three analyses are presented in order to: (1) portray the character of students' spontaneous answers; (2) examine the criteria students use to decide whether specific items are models or not; and (3) describe how different general levels of understanding models reflect different epistemological viewpoints. Four experts were also interviewed for purposes of comparison. We found that students in both groups have conceptions of models that are basically consistent with a naive realist epistemology. Thus, they are more likely to think of models as physical copies of reality that embody different spatiotemporal perspectives than as constructed representations that may embody different theoretical perspectives. As student ideas become more sophisticated, however, they increasingly include the fact that models are designed for particular purposes, especially to help communication. All of our experts expressed ideas consistent with a constructivist framework, drawing a distinction between abstract and physical models and articulating ways that models are used for the construction and testing of ideas. Our findings suggest that students need more experience using models as intellectual tools, more experience with models that provide contrasting conceptual views of phenomena, and more discussions of the roles of models in the service of scientific inquiry.