Spending Time On Design: Does It Hurt Physics Learning?
Spending Time On Design: Does It Hurt Physics Learning?
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花时间在设计上：这会损害物理学习吗？
DOI：
10.1063/1.2820955
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发表时间：
2007
期刊：
影响因子：
3.5
通讯作者：
David Rosengrant
中科院分区：
文献类型：
--
作者：
E. Etkina;A. Heuvelen;A. Karelina;Maria Ruibal;David Rosengrant
本文是一系列三个描述控制研究“科学能力的转移”的第一个。本研究是在一个大的招生学生介绍物理课程通过调查性科学学习环境。其目的是发现在实验室设计自己的实验是否会影响学生在物理学和生物学新领域解决实验问题的方法，以及他们对物理概念的学习。研究设计的理论框架基于迁移理论，如“为未来学习做准备”，“行动者导向迁移”，“情境学习迁移”和“协调类”。在本文中，我们描述了研究的设计，并提供了关于实验组和对照组在多项选择和开放式考试问题上的表现以及在实验室考试中评估学生对物理学的理解和实验室实验中使用的推理过程的数据。我们发现，实验组在实验室和传统考试中的表现优于对照组，并且随着时间的推移，差异越来越大。
This paper is the first in a series of three describing a controlled study “Transfer of scientific abilities”. The study was conducted in a large enrollment student introductory physics course taught via Investigative Science Learning Environment. Its goal was to find whether designing their own experiments in labs affects students' approaches to experimental problem solving in new areas of physics and in biology, and their learning of physics concepts. The theoretical framework for the design of the study was based on transfer theories such as “preparation for future learning”, “actor‐oriented transfer”, “transfer of situated learning” and “coordination classes”. In this paper we describe the design of the study and present data concerning the performance of experimental and control groups on multiple‐choice and open‐ended exam questions and on the lab exams that assess student understanding of the physics and the reasoning processes used in the lab experiments. We found that the experimental group outperformed the control on lab‐based and traditional exams and the difference increased as the year progressed.