Understanding the codevelopment of modeling practice and ecological knowledge
Understanding the codevelopment of modeling practice and ecological knowledge
复制标题
理解建模实践和生态知识的共同发展
DOI：
10.1002/sce.21030
复制
发表时间：
2012
影响因子：
4.3
通讯作者：
Eve Manz
中科院分区：
文献类型：
--
作者：
Eve Manz
尽管最近的重点是让学生参与认识实践，但关于学习环境如何支持实践和知识的同时协调发展的研究相对较少，这些知识来自并支持科学活动。本研究报告的共同建设的建模实践和生态知识的发展，一个开创性的学科概念，植物繁殖，通过三年级的野生后院地区的为期一年的调查。表征活动促进了再现意义的可见性和实用性;这些意义反过来又塑造了学生随后的建模实践。随着时间的推移，变化是显而易见的，在这两个社区的意义，再生产和他们的框架的意义有关的建模活动。分析肯定的效用，参加学生的知识，因为它是在实践中使用的导航复杂性和不确定性，而不是作为同化的陈述。它还提供了图像之间的生产关系的建模和知识，与如何两者可能会引导对方在扩展的课堂调查的影响。© 2012 Wiley Periodicals，Inc. Sci艾德96：1071-1105，2012
Despite a recent focus on engaging students in epistemic practices, there is relatively little research on how learning environments can support the simultaneous, coordinated development of both practice and the knowledge that emerges from and supports scientific activity. This study reports on the co-construction of modeling practice and ecological knowledge by following the development of one seminal disciplinary concept, plant reproduction, through third graders' yearlong investigation of a wild backyard area. Representational activity facilitated the visibility and utility of meanings for reproduction; these meanings, in turn, shaped students' subsequent modeling practice. Over time, shifts were evident in both the community's meanings for reproduction and their framing of meanings in relation to modeling activity. The analysis affirms the utility of attending to student knowledge as it is used in practice to navigate complexity and uncertainty, rather than as assimilation of declarative statements. It also provides images of productive relations between modeling and knowledge, with implications for how the two might bootstrap each other in extended classroom investigation. © 2012 Wiley Periodicals, Inc. Sci Ed 96: 1071–1105, 2012