Enhancing science instruction: the use of 'conflict maps'
Enhancing science instruction: the use of 'conflict maps'
复制标题
加强科学教学：使用“冲突地图”
DOI：
10.1080/095006900289886
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发表时间：
2000
影响因子：
2.3
通讯作者：
Chin
中科院分区：
文献类型：
--
作者：
Chin
本文提出了使用“冲突地图”作为一种方式，加强科学教学和学习。冲突图不仅强调使用差异事件，而且强调解决学生的替代概念和科学概念之间的冲突，使用关键事件或解释以及解释科学概念的相关感知和概念。冲突图的使用与科学教育者提出的概念转变模式相一致，因此，冲突图可以帮助学生克服替代概念，从而促进概念转变。冲突图清晰地显示了学生的替代概念和科学概念，可以作为教学辅助工具，帮助科学教师制定或实施教案，也可以作为元认知工具，帮助学习者监控他们的想法和概念变化的过程。
This paper proposes the use of 'conflict maps' as a way of enhancing science teaching and learning. The conflict map emphasizes not only the use of discrepant events, but also the resolution of the conflict between students' alternative conceptions and the scientific conception, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conception. The use of conflict maps is consistent with a conceptual change model suggested by science educators; hence, it is expected that the conflict map could help students overcome alternative conceptions and thus promote conceptual change. The conflict map, which clearly displays students' alternative conceptions and scientific conceptions, could be used as an instructional aid, helping science teachers construct or implement lesson plans, or as a metacognitive tool, helping learners monitor their ideas and the processes of conceptual change.