A boundary-crossing approach to support students’ integration of statistical and work-related knowledge
A boundary-crossing approach to support students’ integration of statistical and work-related knowledge
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支持学生整合统计和工作相关知识的跨界方法
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Sanne F. Akkerman
中科院分区：
文献类型：
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作者：
A. Bakker;Sanne F. Akkerman
职业学生和初级专业人员通常很难将他们在学校学到的数学和统计学与工作相关的知识结合起来。为了探讨如何支持这样的整合过程，我们进行了中等职业实验室教育的干预。我们的边界跨越方法是由关于边界跨越和伴随的学习机制的文献（例如，以透视的方式进行的反思，以杂交的方式进行的转化）。我们假设，反思，作为对学校教授和工作相关知识的看法和看法，可以导致转变，即，帮助学生将这些类型的知识整合成一个混合的整体。数据收集包括五个1小时的会议与三名学生，从他们的研究项目的数据，并与教师和两个工作场所的主管采访的视频和音频记录。对学生在会议期间的推理进行的分析表明，他们将学校教授的统计数据与工作相关知识相结合的水平显著提高，效果大小中等。这表明，跨界方法可以支持学生将学校教授的知识与工作相关的知识相结合。
Vocational students and beginning professionals typically find it hard to integrate the mathematics and statistics that they have learned at school with work-related knowledge. To explore how such an integration process could be supported, we conducted an intervention in secondary vocational laboratory education. Our boundary-crossing approach was informed by the literature on boundary crossing and accompanying learning mechanisms (e.g., reflection in the form of perspective making and taking, and transformation in the form of hybridization). We hypothesized that reflection, as making and taking perspectives on school-taught and work-related knowledge, could lead to transformation, i.e., help students integrate these types of knowledge into a hybridized whole. Data collection included video and audio recordings of five 1-h meetings with three students, the data from their research projects, and interviews with the teacher and two workplace supervisors. The analysis of the students’ reasoning during the meetings revealed that their level of integrating school-taught statistics and work-related knowledge increased significantly and with a medium effect size. This suggests that a boundary-crossing approach can support students in integrating school-taught and work-related knowledge.