Accuracy of Scale Conceptions in Science: Mental Maneuverings across Many Orders of Spatial Magnitude.
Accuracy of Scale Conceptions in Science: Mental Maneuverings across Many Orders of Spatial Magnitude.
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科学中尺度概念的准确性：跨多个空间量级的心理操纵。
DOI：
10.1002/tea.20155
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发表时间：
2006
影响因子：
4.6
通讯作者：
James Minogue
中科院分区：
文献类型：
--
作者：
T. Tretter;M. G. Jones;James Minogue
建议使用跨越科学各个分支的统一主题，以提高科学教学的课程连贯性。空间尺度的概念就是这样一个统一的主题。本研究探讨了215名参与者的科学现象的空间尺度概念的准确性：五年级，七年级，九年级，十二年级，和科学博士生。通过使用书面评估和个人访谈，对尺寸从1纳米到10亿米的概念进行了调查。结果表明，小尺度概念的准确性与大尺度概念的准确性并不对称。大规模的精度往往下降，在一个平稳的，统一的方式作为规模的增加，而小规模的精度显示在微观水平上的不连续性。为了在概念上与远离人类尺度的尺度进行互动，专家们使用了心理跳跃到一个新的尺度世界的策略。专家们往往不会在不同尺度的世界之间平稳过渡，而是进行不连续的跳跃，通过数学保持世界之间的抽象联系。这些研究结果对课程开发和课堂教学的影响进行了讨论。© 2006 Wiley Periodicals，Inc. J Res Sci Teach 43：1061-1085，2006
The use of unifying themes that span the various branches of science is recommended to enhance curricular coherence in science instruction. Conceptions of spatial scale are one such unifying theme. This research explored the accuracy of spatial scale conceptions of science phenomena across a spectrum of 215 participants: fifth grade, seventh grade, ninth grade, twelfth grade, and doctoral students in science. Conceptions spanning sizes from one nanometer to one billion meters were investigated through use of written assessments and individual interviews. Results showed that accuracy of conceptions at small scale were not symmetrical with respect to conceptions at large scale. Large scale accuracy tended to decline in a smooth, uniform fashion as the scale increased, whereas small scale accuracy displayed a discontinuity at the microscopic level. To conceptually interact with scales far removed from human scale, experts used strategies of mentally jumping to a new scale-world. Experts tended not to transition smoothly between the differently scaled worlds but rather to make a discontinuous leap, maintaining abstract linkages between the worlds via mathematics. Implications of these findings for curriculum development and classroom instruction are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 1061–1085, 2006