Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
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真实探究背景下的定性绘图：构建和批评如何帮助中学生推理癌症
DOI：
10.1002/tea.21533
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发表时间：
2019
影响因子：
4.6
通讯作者：
Linn, Marcia C.
中科院分区：
文献类型：
--
作者：
Matuk, Camillia;Zhang, Jiayuan;Uk, Irina;Linn, Marcia C.
探究式教学常常忽视图形化。它使学生几乎没有机会发展利用图表所需的知识和技能，而这正是当前科学教育标准所要求的。然而，这是不为人所知的如何支持绘图技能，特别是在中学科学探究的背景下。使用定性图是一种很有前途的方法，但尚未充分探索。与定量图相反，定量图可能会导致学生过于狭隘地关注绘制点的机制，定性图可以鼓励学生将图形表示与其概念含义联系起来。在知识整合框架的指导下，该框架认识并指导学生整合他们对科学的不同想法，我们将定性绘图活动纳入了七年级基于网络的关于细胞分裂和癌症治疗的查询单元。在研究1中，我们的特点是各种图形的学生在他们的图形和科学知识的整合方面产生的。我们还发现，使用该单元的学生（n= 30）根据他们的前测到后测分数取得了显着的学习收益。在研究2中，我们比较了学生在同一单元的两个版本中的表现：一个版本让学生构建定性图，第二个版本让他们批评定性图。结果表明，两种活动都有明显的好处，并提高了学生（n= 117）的图形和科学的综合理解。具体来说，批评图帮助学生提高他们的科学解释内的单元，而构建图引导学生在他们的单元内和单元后的解释链接关键的科学思想。我们讨论了批评和建设活动的相关启示和限制，并观察学生对图形的常见误解。总之，这项研究提供了一个批判性的探索，如何设计教学，同时支持学生的科学和图形的理解在复杂的调查背景下。
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web‐based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n= 30) using the unit made significant learning gains based on their pretest to post‐test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n= 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in‐unit and post‐unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.
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DOI：
10.1187/cbe.11-07-0057
发表时间：
2013
期刊：
CBE life sciences education
影响因子：
--
作者：
Round JE;Campbell AM
通讯作者：
Campbell AM
将事物放在一起
DOI：
10.1145/2090150.2090160
发表时间：
2012
期刊：
Interactions
影响因子：
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作者：
A. Telier
通讯作者：
A. Telier
科学中心技术强化学习的批判与论证研究
DOI：
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发表时间：
2012
期刊：
影响因子：
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作者：
Douglas B. Clark;V. Sampson;Hsin‐Yi Chang;Helen Zhang;Erika D. Tate;Beat Schwendimann
通讯作者：
Beat Schwendimann
获取科学和数学知识：在基于技术的学习环境中使用多种表示形式
DOI：
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发表时间：
1998
期刊：
影响因子：
--
作者：
T. Jong;Shaaron E. Ainsworth;M. Dobson;A. V. D. Hulst;J. Levonen;P. Reimann;J. Sime;M. Someren;H. Spada;J. Swaak
通讯作者：
J. Swaak
全民成功：城市教育改革综合规划第一年成果
DOI：
10.3102/00028312027002255
发表时间：
1990
期刊：
The Journal of Classroom Interaction
影响因子：
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作者：
R. Slavin;N. Madden;N. Karweit;Barbara J. Livermon;L. Dolan
通讯作者：
L. Dolan