Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance
Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance
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学校科学实验室调查：概念性和程序性知识及其对表现的影响
DOI：
10.1080/0267152940090205
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发表时间：
1994
影响因子：
--
通讯作者：
S. Duggan
中科院分区：
文献类型：
--
作者：
R. Millar;F. Lubben;Richard Got;S. Duggan
《科学中的程序性和概念性知识》(PACKS)项目关注的是儿童在学校科学中执行调查任务的能力，以及影响他们行动的理解。该项目观察了三组9至14岁的儿童，执行了七项调查任务之一，并从非正式和半正式访谈以及书面和口头诊断调查中收集了数据。本文描述了由PACKS项目开发的调查绩效模型，并利用收集的数据进行了验证。儿童对科学研究的目的和目的(框架)的理解，以及作为评估经验数据质量标准的思想(对证据的理解)，与他们对与具体任务相关的科学概念的理解一起，成为决定儿童完成调查任务的重要因素。孩子们对投资的反应的例子。
Abstract The Procedural and Conceptual Knowledge in Science (PACKS) Project is concerned with children's ability to carry out investigation tasks in school science, and with the understandings which inform their actions. The project observed groups of children at three age points between 9 and 14 years, carrying out one of seven investigation tasks, and collected data from informal and semiformal interviews and written and oral diagnostic probes. This paper describes the model of investigation performance which has been developed by the PACKS project and validated using the data collected. Children's understandings of the aims and purposes of investigating in science (frame), and of the ideas which underpin criteria for evaluating the quality of empirical data (understanding of evidence), emerge as important factors in determining children's performance of an investigation task, alongside their understanding of the science concepts relevant to that specific task. Examples of children's responses to invest...