Using student conceptions about groundwater as resources for teaching about aquifers
Using student conceptions about groundwater as resources for teaching about aquifers
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DOI：
10.1080/10899995.2018.1561111
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发表时间：
2019-02
影响因子：
--
通讯作者：
L. Arthurs
中科院分区：
文献类型：
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作者：
L. Arthurs
摘要尽管需要公众了解地下水资源，地下水是教师最努力教在大学预科和大学水平的主题之一。虽然建构主义理论认为学生持有的概念可以作为主动学习的教学工具，但如何将这些概念提取出来并融入到实际的课堂教学中仍然是一个问题。本研究旨在回答这样一个问题：如何利用资源的角度学习和落后的设计，学生对地下水的概念作为教学工具？这项工作利用设计研究方法。大学生的工作，大学课堂活动，和教学记录的大学水平的讲师进行了检查，重建和描述的教学序列，地下水，迭代设计超过五年，使用资源的角度和向后设计。本研究通过描述一个关于地下水的教学序列的设计，并在资源视角的框架内进行分析，有助于弥合理论与实践之间的差距。一般的最佳做法，如先验知识检查和预测-观察-讨论示范，转化为特定领域的教学活动，用于地下水和含水层的教学。学生对这些活动的反应揭示了学生持有的概念，可用于进一步指导教学和为正在进行的课程设计提供信息。学生持有的概念是所提出的基于资源视角的教学设计逆向设计模型的一个关键组成部分。
Abstract Despite the need for public understanding about groundwater resources, groundwater is among those topics that instructors most struggle to teach at pre-college and college levels. Although constructivist theories suggest student-held conceptions can be used as teaching tools for active learning, there remains a question about how to draw out and incorporate these conceptions into actual class instruction. This study aims to answer the question: How can student conceptions about groundwater be used as teaching tools by drawing on a resource perspective of learning and backward design? The work utilizes the design study methodology. College-student work, college-classroom activities, and instructional records of a college-level instructor were examined to reconstruct and describe an instructional sequence about groundwater that was iteratively designed over five years using a resource perspective and backward design. This study helps bridge the gap between theory and practice by describing the design of an instructional sequence about groundwater and analyzing it within the framework of a resource perspective. General best practices, such as prior knowledge checks and predict-observe-discuss demonstrations, are translated into domain-specific instructional activities for teaching about groundwater and aquifers. Students’ responses to such activities reveal student-held conceptions and can be used to further guide instruction and inform ongoing curriculum design. Student-held conceptions are a key component of the proposed resource-perspective-based backward design model for instructional design.