Using computer simulations to enhance conceptual change: the roles of constructivist instruction and student epistemological beliefs
Using computer simulations to enhance conceptual change: the roles of constructivist instruction and student epistemological beliefs
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使用计算机模拟促进概念变革：建构主义教学和学生认识论信念的作用
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
T. Andre
中科院分区：
文献类型：
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作者：
M. Windschitl;T. Andre
学习者带着关于科学现象的非正式想法（替代概念）进入课堂;这些想法影响了如何学习相应的科学解释。此外，学生对学习的认识论信念也影响学习成绩。本研究采用计算机模拟人体心血管系统作为教学工具，探讨了建构主义与客观主义学习环境对大学生概念转变的影响。本研究还探讨了建构主义学习情境和客观主义学习情境与学生认识论信念的交互作用。对于6个常见的替代概念中的2个，建构主义方法导致的概念变化显著大于客观主义方法;治疗组的6个领域中的其他4个没有显着差异。然而，更重要的是，治疗与认识论信念显着相互作用。具有更先进的认识论信念的个人在建构主义治疗中学到了更多;具有较少发展先进信念的个人在客观主义治疗中学到了更多。John Wiley & Sons，Inc. J Res Sci Teach 35：145-160，1998.
Learners enter the classroom with informal ideas (alternative conceptions) about scientific phenomena; these ideas affect how the corresponding scientific explanations are learned. In addition, studentsO epistemological beliefs concerning learning influence achievement. This study investigated the effects of a constructivist versus objectivist learning environment on college studentsO conceptual change, using a computer simulation of the human cardiovascular system as an instructional tool. This study also investigated the interaction between constructivist versus objectivist learning situations and the studentsO epistemological beliefs. The constructivist approach resulted in significantly greater conceptual change than the objectivist approach for 2 of 6 commonly held alternative conceptions; the other 4 of 6 areas showed no significant differences for treatment group. More important, however, the treatment interacted significantly with epistemological beliefs. Individuals with more advanced epistemological beliefs learned more with a constructivist treatment; individuals with less developmentally advanced beliefs learned more with an objectivist treatment. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 145–160, 1998.