Responsive teaching and the beginnings of energy in a third grade classroom
Responsive teaching and the beginnings of energy in a third grade classroom
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三年级课堂上的响应式教学和活力的开始
DOI：
10.26220/rev.1694
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Sharon Fargason
中科院分区：
文献类型：
--
作者：
David M. Hammer;F. Goldberg;Sharon Fargason
能量，就像“整个科学……只不过是日常思维的精炼”（Einstein，1936）。它在两个方面都有改进，一方面是在概念上，即概念的特定规范特征；另一方面是在认识论上，即该概念所支持的智力追求。根据第三作者三年级班级的数据，我们展示了儿童理解能量的富有成效的概念和认识论资源的证据。我们讨论响应式教学如何帮助学生利用和完善这些资源，以及响应式课程的概念和我们设计原型的第一步。
Energy, like “the whole of science…is nothing more than a refinement of everyday thinking” (Einstein, 1936). It is a refinement in two respects, both conceptually, in the particular canonical features of the concept, and epistemologically, in the kind of intellectual pursuit the concept supports. Drawing on data from the third author’s third-grade class, we show evidence of children’s productive conceptual and epistemological resources for understanding energy. We discuss how responsive teaching can help students tap into and refine these resources, as well as the notion of responsive curriculum and our first steps in designing a prototype.