Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology
Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology
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生命科学中的知识重组：生物学概念变化的纵向研究
DOI：
10.1002/(sici)1098-237x(199704)81:2
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发表时间：
1997
影响因子：
4.3
通讯作者：
J. Mintzes
中科院分区：
文献类型：
--
作者：
N. Renee Pearsall;Jo El J. Skipper;J. Mintzes
本研究探讨了连续和渐进的变化，在结构的复杂性知识的介绍，大学水平的生物学生，以及这些变化是如何影响学生的主要学习模式和性别。为了考察学习者在一个学期中重构知识的方式，受试者在整个学期中每隔4周构建一次概念图。然后，根据其他研究人员的工作，对这些地图的结构复杂性和变化进行了评估。
结果表明，大量的知识重组发生，其中大部分是增量的性质，“吸积”和“调整”占75%的观察到的结构变化。然而，潜在的重要性是，涉及高阶、上位概念的“激进”变化集中在学期的前4周。知识重构与主导学习模式和学生性别之间存在潜在的显著关系。有证据表明，学生谁使用“主动”，“深”信息处理策略构建更精细，分化良好的知识结构。此外，性别似乎是有意义学习的一个重要中介。特别值得注意的是，在发现性别差异的地方，他们往往倾向于女性。John Wiley & Sons，Inc. Sci艾德81：193-215，1997。
This study examined successive and progressive changes in the structural complexity of knowledge held by introductory, college-level biology students and how those changes are affected by the students' primary learning mode and gender. To examine the way learners restructure knowledge over the course of a semester, subjects constructed concept maps at 4-week intervals throughout the term. The maps were then evaluated for structural complexity and change based on the works of other investigators.
Results suggest that a substantial amount of knowledge restructuring takes place and that much of it is incremental in nature; “accretion” and “tuning” accounting for 75% of the observed structural changes. Of potential importance, however, is that “radical” changes involving higher order, superordinate concepts are concentrated in the first 4 weeks of the semester. The observed relationships between knowledge restructuring and predominant learning mode and gender of students are potentially significant. The evidence suggests that students who use “active,” “deep” information processing strategies construct more elaborate, well-differentiated knowledge structures. Furthermore, it appears that gender may be an important mediator of meaningful learning. It is particularly notable that where gender differences were found, they tended to favor females. © 1997 John Wiley & Sons, Inc. Sci Ed 81:193–215, 1997.