Students' Representational Fluency at University: A Cross-Sectional Measure of How Multiple Representations Are Used by Physics Students Using the Representational Fluency Survey.
Students' Representational Fluency at University: A Cross-Sectional Measure of How Multiple Representations Are Used by Physics Students Using the Representational Fluency Survey.
复制标题
大学学生的表征流畅性：通过表征流畅性调查对物理学生如何使用多重表征进行横断面测量。
DOI：
10.12973/eurasia.2015.1427a
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发表时间：
2015
影响因子：
--
通讯作者：
M. Sharma
中科院分区：
文献类型：
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作者：
Matthew Hill;M. Sharma
为了在科学学科中取得成功，使用表示法（包括基于文字、图形、方程和图表的表示法）非常重要。研究表明，使用学科特定的表示（有时称为专家生成的表示），以及多代表性的使用，是解决问题和发展理解的关键。本文巩固了这些想法，使用代表性流利度调查（RFS）在悉尼大学的334名学生在两年多的时间。分析表明，一年级基础和普通学生（低水平的一年级物理课程）与一年级高级，二年级，三年级和研究生水平的学生相比，表征流畅性有显着差异。定性编码的证据进一步支持了这一明显差距的存在，即表征流利程度高的学生使用更多的表征和更多的视觉和符号表征来解释他们的答案。在现存的文献中没有提到这种表征使用变化的总体趋势，主要是因为没有研究比较物理或科学学习的紧密间隔水平的表征流畅性。
To succeed within scientific disciplines, using representations, including those based on words, graphs, equations, and diagrams, is important. Research indicates that the use of discipline specific representations (sometimes referred to as expert generated representations), as well as multi-representational use, is critical for problem solving and developing understanding. This paper consolidates these ideas using the Representational Fluency Survey (RFS) over two years with 334 students at The University of Sydney. Analysis shows that there was a significant difference between the representational fluency of the 1st year Fundamental and Regular students (low level 1st year physics courses) compared to the 1st year Advanced, 2nd year, 3rd year and Postgraduate level students. The existence of this distinct gap is further supported by evidence from qualitative coding that students with a high level of representational fluency use a greater number of representations and more visual and symbolic representations to explain their answers. There is no mention of such an overall trend of variation of representational use in extant literature, largely because there have been no studies that compare representational fluency across closely spaced levels of physics, or science, learning.