How Do We Help Students Build Beliefs That Allow Them to Avoid Critical Learning Barriers and Develop A Deep Understanding of Geology
How Do We Help Students Build Beliefs That Allow Them to Avoid Critical Learning Barriers and Develop A Deep Understanding of Geology
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我们如何帮助学生建立信念，避免关键的学习障碍并加深对地质学的理解
DOI：
10.12973/ejmste/75407
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发表时间：
2007
影响因子：
--
通讯作者：
B. Dal
中科院分区：
文献类型：
--
作者：
B. Dal
学生们对地球的结构和过程有着惊人的想法。这
本文首先讨论了理解的本质，
局限于地球科学领域。然后，下面是一份关于以下思想的研究报告：
一系列与“晶体”、“火山”、“岩石”和“地球”有关的概念，
一所中学的八年级学生（13-14岁）。这种模式，这里描述为
“替代框架”，可以用来告知我们对学生学习的理解
在地球科学中。如果不考虑这些替代框架，
除了其他障碍之外，还代表了该领域学习的“关键障碍”
在这项研究中发现。本文的目的是将学生的选择性
框架，已经发现的“关键障碍”以及
克服他们。几种不同的招募策略被用来收集数据，
为了了解学生的替代框架。本研究的方法
是基于两个研究：一个测试的Q排序和纸笔测试。基于
结果，一些建议，以帮助教师和学生避免关键障碍，可能是
提出了在地质教育中难以克服的一些问题。
Students hold a surprising number of ideas about the Earth’s structure and process. This
paper begins with a discussion on the nature of understanding in the conceptually
confined domain of geosciences. There then follows a report on a study of the ideas about
a range of concepts relating to “crystals”, “volcanoes”, “rocks”, and the “Earth”, held by
eighth-grade students (13-14 years) in one middle school. Such patterns, described here as
“alternative frameworks”, can be used to inform our understanding of students’ learning
in earth science. If these alternative frameworks are not taken into consideration, they can
represent “critical barriers” to learning in this domain in addition to other barriers
identified in this research. The aim of this paper is to relate the students’ alternative
frameworks, the “critical barriers” that have been spotted and the possibilities of
overcoming them. Several different recruitment strategies were used to collect data in
order to get to know the students’ alternative frameworks. The methodology of this study
is based on two researches: a test of the Q-Sort and a paper–pencil test. Based on the
results, some suggestions to help teachers and students avoid critical barriers that may be
difficult to overcome later in their geological education are presented.