On Cognitive Constraints and Learning Progressions: The case of “structure of matter”
On Cognitive Constraints and Learning Progressions: The case of “structure of matter”
复制标题
论认知约束和学习进展：“物质结构”的案例
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
V. Talanquer
中科院分区：
文献类型：
--
作者：
V. Talanquer
基于对学生关于物质颗粒性质的替代概念的现有研究的分析，我们确定了基本的隐含假设，这些假设似乎限制了学生在各个学习阶段对这个主题的想法和推理。虽然这些假设中有许多是相互关联的，但其中一些假设似乎会相互独立地改变或失去/获得力量。关于物质的结构、性质和动力学的重叠或竞争性预设可能在任何给定的水平上共存，特别是在专业知识的中间阶段。我们的研究结果使我们能够提出从幼稚到新手到专家沿着与化学物质的结构和性质有关的相关维度的过渡的共同路径。这些认知限制的识别提供了一个有用的框架，教育工作者可以用来更好地理解，甚至预测他们的学生的学习困难。它还可以帮助设计和组织学习经验和评估工具，这些工具可以识别和利用许多学生最有可能遵循的专业知识（学习进展）轨迹。
Based on the analysis of available research on students’ alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students’ ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or lose/gain strength independently from one another. Overlapping or competing presuppositions about the structure, properties, and dynamics of matter may be able to coexist at any given level, particularly at intermediate stages of expertise. Our results allowed us to suggest common paths in the transition from naïve through novice to expert along relevant dimensions related to the structure and properties of chemical substances. The identification of these cognitive constraints provides a useful framework that educators can use to better understand and even predict many of their students’ learning difficulties. It can also assist in the design and organisation of learning experiences and assessment tools that recognise and take advantage of the most likely trajectories towards expertise (learning progressions) followed by many students.