Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship
Moving beyond the model as a copy problem: investigating the utility of teaching about structure-preserving transformations in the model-referent relationship
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DOI：
10.1080/09500693.2020.1810354
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发表时间：
2020-08
影响因子：
2.3
通讯作者：
D. Capps;Jonathan T. Shemwell
中科院分区：
文献类型：
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作者：
D. Capps;Jonathan T. Shemwell
摘要在建模教学中，一个重要的研究目标是确定学生应该学习什么样的模型-所指关系，因为当没有指导时，他们往往会错误地认为模型是对所指对象的字面解释。重申这个问题，我们说学生应该学习模型和引用之间的结构保持转换;包括：什么被转换，它是如何转换的，以及转换中的信息流方向。为了定义学生应该学习这三位一体，我们引入两个解释性声明：模型是抽象的，模型具有可转移性。然后，我们调查了如何容易学生可以学习抽象和可转移性，以及如何学习相关的字面解释，通过比较前和后测得分的建模知识的学生（n = 175）谁参加了建模活动，提供经验的抽象和可转移性。对照组（n=49）进行了相同的测试，但没有收到相关的指导。结果表明，建模学生：（1）提高了他们生成抽象模型的能力;（2）获得了他们的理解，即模型表示其转换下的参考对象;（3）因此，不认为模型是字面解释。控制中缺乏增益排除了测试效应。我们的结论是，结构保持变换的知识是一个可行的和有价值的教学对象。
ABSTRACT An important research objective in modelling instruction is defining what students should learn about the model-referent relationship, as when unguided, they tend to errantly think of models as literal interpretations of their referents. Restating this problem we say students should learn about structure-preserving transformations between models and referents; including: what gets transformed, how it is transformed, and directions of information flow in transformation. To define what students should learn of this triumvirate, we introduce two explanatory statements: models are abstractions and models have transferability. We then investigated how readily students could learn about abstraction and transferability, and how this learning related to literal interpretation, by comparing pre- and posttest scores of modelling knowledge for students (n = 175) who participated in a modelling activity that provided experiences with abstraction and transferability. A control group (n=49) took identical tests but received no relevant instruction. Results showed that modelling students: (1) improved their capability to generate abstract models; (2) gained in their understanding that models represented their referents under transformation; and (3) consequently, did not think of models as literal interpretations. Lack of gains in the control ruled out a testing effect. We concluded that knowledge of structure-preserving transformations is a viable and valuable object of instruction.