How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class.
How Students Learn from Multiple Contexts and Definitions: Proper Time as a Coordination Class.
复制标题
学生如何从多种背景和定义中学习：作为协调班的适当时间。
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
A. diSessa
中科院分区：
文献类型：
--
作者：
Olivia Levrini;A. diSessa
本文提供了一个实证分析的一个单一的课堂插曲中，学生揭示的困难与狭义相对论中的适当的时间的概念，但慢慢取得进展，提高他们的理解。所使用的理论框架是“协调类理论”，这是一个不断发展的概念和概念变化模型。本文将重点展示在何种程度上，在什么意义上的数据语料库中的大多数条件和事件似乎可以理解的协调类理论的观点。此外，然而，一些扩展的理论是牵连，虽然我们认为，他们是“自然”的扩展，扩展，但不威胁，核心理论的改进。特别是，我们观察到学生明确调整不同的方式来确定适当的时间，我们猜想，更普遍的是，这样的过程是强烈一致的协调类理论和可能是富有成效的概念变化的其他情况下。实证分析与概念转变研究中的理论和理论发展的一般问题有着明确的联系。
This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make progress in improving their understanding. The theoretical framework used is “coordination class theory,” which is an evolving model of concepts and conceptual change. The paper will focus on showing to what extent and in what sense most of the conditions and events in the data corpus seem understandable from the point of view of coordination class theory. In addition, however, some extensions of the theory are implicated, although we argue that they are “natural” extensions, improvements that extend, but do not threaten, the core theory. In particular, we observe students articulately aligning different ways of determining proper time, and we conjecture, more generally, that such a process is strongly consistent with coordination class theory and likely to be productive in other cases of conceptual change. The empirical analysis is explicitly connected to the general issue of theories and theory development in studies of conceptual change.