Covariational reasoning and item context affect language in undergraduate mass balance written explanations
Covariational reasoning and item context affect language in undergraduate mass balance written explanations
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DOI：
10.1152/advan.00156.2022
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发表时间：
2023-12-24
影响因子：
2.1
通讯作者：
Haudek，Kevin C.
中科院分区：
文献类型：
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作者：
Shiroda，Megan;Doherty，Jennifer H.;Haudek，Kevin C.
质量平衡(MB)推理为检验学生的科学思维和技能提供了一个丰富的主题，因为它要求学生考虑系统内的多个输入和输出，并应用协变推理。使用之前验证过的MB构建的反应提示，我们检查了1,920个与新出现的学习进程相一致的学生构建的反应(CRS)，以确定学生的语言是如何从低(1)到高(4)协变推理水平变化的。由于学生的能力和思维能力随着环境的变化而变化，我们在六个生理环境中使用了相同的一般提示。我们询问了水平和语境如何影响学生的语言，以及在更高的推理水平上，什么语言在语境中是保守的。使用多样性方法，我们发现随着协变推理水平的提高，学生的语言变得更加相似。使用文本分析，我们发现在每个级别上都有上下文相关的词；但是，上下文词的类型发生了变化。具体地说，在第一级，学生使用与MB推理无关的上下文词汇，而第四级回答使用的是指定给定项目上下文的输入和输出的单词。此外，在第四级，学生们在六种语境中分享了30%的语言，并利用了与语境无关的词汇，包括Rate、Equity和某种形式的慢/低/小。综上所述，这些数据表明，背景在所有协变推理水平上都会影响本科生的MB语言，但随着水平的提高，这种语言变得更加具体和相似。这些发现鼓励教师在教学中培养上下文无关、比较和总结性的语言，以在功能上建立跨上下文的MB和协变推理技能。本文建立在Scott等人的工作基础上。(Scott EE，Cerchiara J，McFarland JL，温德罗斯议员，Doherty JH.J res Sci Teach1：37,2023)和Shiroda等人。(Shiroda M，Fleming MP，Haudek KC.Front Education 8：989836,2023年)使用构建的反应评估来定量检查学生在六种背景下质量平衡的书面解释中的语言。这些结果提供了对学生质量平衡语言的评估，并为研究人员和实践者提供了帮助学生构建科学的质量平衡推理解释的工具。收听本文在https://apspublicationspodcast.podbean.com/e/reasoning-level-and-item-context-affect-student-language/.上的相应播客
Mass balance (MB) reasoning offers a rich topic for examination of students’ scientific thinking and skills, as it requires students to account for multiple inputs and outputs within a system and apply covariational reasoning. Using previously validated constructed response prompts for MB, we examined 1,920 student-constructed responses (CRs) aligned to an emerging learning progression to determine how student language changes from low (1) to high (4) covariational reasoning levels. As students’ abilities and thinking change with Context, we used the same general prompt in six physiological contexts. We asked how Level and Context affect student language and what language is conserved across Contexts at higher reasoning Levels. Using diversity methods, we found student language becomes more similar as covariational reasoning level increases. Using text analysis, we found context-dependent words at each Level; however, the type of context words changed. Specifically, at Level 1, students used context words that are tangential to MB reasoning, while Level 4 responses used words that specify inputs and outputs for the given Item Context. Further, at Level 4, students shared 30% of language across the six contexts and leveraged context-independent words includingrate,equal, and some form ofslower/lower/smaller. Together, these data demonstrate that Context affects undergraduate MB language at all covariational reasoning levels, but that the language becomes more specific and similar as Level increases. These findings encourage instructors to foster context-independent, comparative, and summative language during instruction to functionally build MB and covariational reasoning skills across contexts.NEW & NOTEWORTHYThis article builds on the work of Scott et al. (Scott EE, Cerchiara J, McFarland JL, Wenderoth MP, Doherty JH.J Res Sci Teach1: 37, 2023) and Shiroda et al. (Shiroda M, Fleming MP, Haudek KC.Front Educ8: 989836, 2023) to quantitatively examine student language in written explanations of mass balance across six contexts using constructed response assessments. These results present an evaluation of student mass balance language and provide researchers and practitioners with tools to assist students in constructing scientific mass balance reasoning explanations.Listen to this article’s corresponding podcast at https://apspublicationspodcast.podbean.com/e/reasoning-level-and-item-context-affect-student-language/.