Science as Model Building: Computers and High-School Genetics
Science as Model Building: Computers and High-School Genetics
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科学作为模型构建：计算机和高中遗传学
DOI：
10.1207/s15326985ep2703_4
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发表时间：
1992
影响因子：
8.8
通讯作者：
E. Finkel
中科院分区：
文献类型：
--
作者：
J. Stewart;R. Hafner;Susan Johnson;E. Finkel
将科学教学视为提出问题、探究问题、说服同伴的观点被用来开发一门高中遗传学课程，功能强大的模拟软件(Genetics Construction Kit)在其中发挥了关键作用。利用遗传学构建工具包、实验室经验和阅读遗传学原始研究论文，学生们体验了解决问题的感觉，其中要解决的问题涉及解释模型的构建或修改。修改模型的问题解决与使用模型的问题解决形成了鲜明的对比，后者是许多科学教学的典型。我们介绍了我们的基于模型的推理课程，该课程旨在让学生学习经典遗传学的概念和战略知识，并发展对科学作为一种智力活动的本质的见解；在本课程中完成的关于模型修正问题解决的研究性研究；以及在本课堂上的持续研究。
A view of science teaching as problem posing, problem probing, and persuasion of peers was used to develop a high school genetics course in which powerful simulation software (Genetics Construction Kit) played a key role. Using the Genetics Construction Kit, laboratory experiences, and reading of original research papers in genetics the students experienced what it was like to solve problems where the problems to be solved involved the construction or revision of explanatory models. Model-revising problem solving stands in stark contrast to the model-using problem solving that is typical of so much science instruction. We describe our model-based reasoning course designed to allow students to learn the conceptual and strategic knowledge of classical genetics as well as develop insights about the nature of science as an intellectual activity; a research study on model-revising problem solving that was done in this course; and continuing research in this classroom.