Quantification in Empirical Activity: Tracing Children’s Interests and Ideas
Quantification in Empirical Activity: Tracing Children’s Interests and Ideas
复制标题
实证活动的量化：追踪儿童的兴趣和想法
DOI：
10.1007/s11191-021-00301-3
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发表时间：
2021
影响因子：
2.8
通讯作者：
Beckert, Betsy
中科院分区：
文献类型：
--
作者：
Manz, Eve;Beckert, Betsy
改变研究对象的地点、时间和方式是实验室科学的核心（Knorr Cetina，1999）。科学涉及改变物体的尺度，特别是大小、时间和强度的尺度，而不是世界上的经验。类似于在科学实验室进行的调查，课堂调查涉及重新表示和重新缩放实体，操纵它们，并观察新位置和时间尺度的影响。然而，这方面的调查研究和利用不足，作为一种学习资源。我们认为，从小学开始，儿童可以体验量化，或识别，开发，并与变量一起工作，作为后果，并可以采取代表性和规模的差异，在实证调查的机会，意义和概念的进步。我们描述了两个实例的加热和冷却的调查，显示7- 8岁的学生面向的差距和模糊性与温度和重新设计支持儿童和教师采取温度生产意义和概念的进步。我们研究的机会，量化整个加热和冷却的调查和第二次调查地形。这项工作的影响，支持量化的科学活动在早期年级和使用经验调查的机会，意义。
Changing where, when, and how objects are studied is central to lab-based science (Knorr Cetina, 1999). Science involves changing the scale of objects—particularly scales of size, time, and intensity—from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and re-scaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sense-making and conceptual progress. We describe two instantiations of an investigation into heating and cooling, showing that 7- and 8-year-old students oriented to gaps and ambiguities related to temperature and that the redesign supported children and teachers to take up temperature for productive sense-making and conceptual progress. We examine opportunities for quantification across the heating and cooling investigation and a second investigation into landforms. This work has implications for supporting quantification in science activity in the early grades and using empirical investigations as opportunities for sense-making.