Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving
复制标题
站稳脚跟：在高阶问题解决中使用消逝表示在持久表示之间进行转换
DOI：
10.1119/perc.2017.pr.103
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Eleanor C. Sayre
中科院分区：
文献类型：
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作者：
Nandana Weliweriya;Trà Huỳnh;Eleanor C. Sayre
掌握解决问题的能力不仅需要学生理解和应用物理概念，还需要学生熟练地运用数学和数学表示（草图、图表、图形、手势、方程和口语）。作为研究高年级物理学生解决问题过程的大型项目的一部分，我们研究了学生在解决问题时如何在多种表征之间进行协调。本研究的数据来自一门高年级的电磁学I课程，该课程的学生进行个人口试。我们对学生解决问题的每时每刻进行分析，看看他们是如何在持久表征（图表、书面数学方程）与短暂表征（手势、文字）之间进行转换的；以及他们如何建立持久的表征，以便以后“站稳脚跟”。在本文中，我们将拉里的案例作为解决问题的典型案例。Larry从一个持久的表示（图表）开始，并在此基础上使用转瞬即逝的表示（手势和文字），牢固地站在图表上。他后来将其转化为一种不同的持久表征（数学），在那里他推理并回答了最初的问题。
Mastering problem solving requires students to not only understand and apply physics concepts but also employ mathematics and mathematical representations (sketches, diagrams, graphs, gestures, equations and spoken language) skillfully. As part of a larger project to investigate problem solving processes among upper division physics students, we investigate how students coordinate among multiple representations while solving problems. Data for this study is drawn from an upper-division Electromagnetism I course, where students engage in individual oral exams. We do moment-by-moment analysis of students' problem solving to see how they translate between durable representations (diagrams, written mathematical equations) with the help of evanescent representations (gestures, words); and how they build up durable representations where they can "stand fast" later. In this paper, we present the case of Larry as an exemplary case for problem solving. Larry starts from a durable representation (diagram) and builds up from there using evanescent representations (gestures and words), standing fast on the diagram. He later translates to a different kind of durable representation (mathematics), where he reasons and answers the original problem.