Cultivating Model-Based Reasoning in Science Education
Cultivating Model-Based Reasoning in Science Education
复制标题
在科学教育中培养基于模型的推理
DOI：
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Leona Schauble
中科院分区：
文献类型：
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作者：
R. Lehrer;Leona Schauble
对科学实践的社会研究表明，各科学学科的生产方式和物质手段具有相当大的多样性(例如，Galison&Stump，1995)。然而，尽管存在这种多样性，而且不分领域，科学家的工作包括建立和完善世界模型(Giere，1988；Hestenes，1992；Stewart&Golubitsky，1992)。科学思想的力量来自实例化它们的模型，而理论的变化是由于努力在模型之间发明、修改和上演竞争。这些努力被动员起来支持关于物理现实性质的社会基础的论点，因此基于模型的推理被嵌入到更广泛的世界中，其中包括参与者和机构的网络(Latour，1999)；专门的谈话和写作方式(Bazerman，1988)；使现象可访问、可视和可传输的表征的发展(Gooding，1989；Latour，1990)；以及管理物质偶然性的努力，因为没有任何模型指定足够详细的工具和测量来规定实践(Pickering，1995)。对建模实践和基于模型的推理的研究涵盖了广泛的方法和学科。一些研究人员依赖于实验室任务，这些任务旨在确定基于模型的推理的重要方面(例如，Craig，Nersesian，&Catrambone，2002；Gentner&Gentner，1983)。例如，Gentner和Gentner(1983)研究了不同的电学类比模型如何影响参与者对电路的推理。参与者使用了一个强调电流流动与流体流动相似的类比，对电路中不同电池布置的后果进行了预测，这比他们对电阻器影响的预测更准确。
Social studies of scientific practice reveal considerable diversity in the methods and material means of production across scientific disciplines (e.g., Galison & Stump, 1995). Yet, in spite of this diversity and regardless of their domain, scientists' work involves building and refining models of the world (Giere, 1988; Hestenes, 1992; Stewart & Golubitsky, 1992). Scientific ideas derive their power from the models that instantiate them, and theories change as a result of efforts to invent, revise, and stage competitions among models. These efforts are mobilized to support socially grounded arguments about the nature of physical reality, so model-based reasoning is embedded within a wider world that includes networks of participants and institutions (Latour, 1999); specialized ways of talking and writing (Bazerman, 1988); development of representations that render phenomena accessible, visualizable, and transportable (Gooding, 1989; Latour, 1990); and efforts to manage material contingency, because no model specifies instrumentation and measurement in sufficient detail to prescribe practice (Pickering, 1995). Studies of modeling practices and model-based reasoning encompass a wide spectrum of approaches and disciplines. Some investigators rely on laboratory tasks that are intended to identify important aspects of model-based reasoning (e.g., Craig, Nersessian, & Catrambone, 2002; Gentner & Gentner, 1983). For example, Gentner and Gentner (1983) investigated how different analogical models of electricity influenced participants' reasoning about circuits. Participants who employed an analogy that emphasized the similarities of electricity flow to fluid flow made predictions about the consequences of different arrangements of batteries in a circuit that were more accurate than their predictions about the effects of resistors.
影响因子：
4.6
作者：
Georgette L. Troseth;J. Deloache
通讯作者：
Georgette L. Troseth;J. Deloache