Investigating the Relationship between Students' Views of Scientific Models and Their Development of Models
Investigating the Relationship between Students' Views of Scientific Models and Their Development of Models
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DOI：
10.1080/09500693.2015.1082671
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发表时间：
2015-10-13
影响因子：
2.3
通讯作者：
Lin, Jang-Long
中科院分区：
文献类型：
--
作者：
Cheng, Meng-Fei;Lin, Jang-Long
科学教育强调理解模型的本质并进行建模实践。然而，很少有研究讨论学生对科学模型的看法与他们开发这些模型的能力之间的关系。因此，本研究探讨了学生对科学模型的看法与他们自己生成的模型之间的关系，以及模型看法和建模实践是否会受到科学学习表现和兴趣等其他因素的影响。参与者为台湾 402 名九年级学生。数据是通过学生对科学模型的理解（SUMS）调查和学生对自己的科学学习兴趣和表现的李克特量表的自我评估来收集的。学生们自行开发的模型解释了三种不同磁现象发生的原因，并在五个级别的图式上进行了评估，从低级（观测和碎片模型）到高级（微观和相干模型）。结果表明，大多数学生的模型仅停留在可观测磁现象的描述水平。少数学生能够想象出看不见的机制，但这些模型是支离破碎的。然而，一些科学学习成绩较好的学生能够建立相干的微观模型来解释这三种磁现象。分析表明，SUMS调查的大部分子因素与学生的自我开发模型、科学学习表现和科学学习兴趣呈正相关。这项研究为模型本质和建模实践的教学提供了启示。
Understanding the nature of models and engaging in modeling practice have been emphasized in science education. However, few studies discuss the relationships between students' views of scientific models and their ability to develop those models. Hence, this study explores the relationship between students' views of scientific models and their self-generated models, and also whether views of models and modeling practice may be influenced by other factors, such as science learning performance and interest. The participants were 402 ninth-grade students in Taiwan. Data were collected using the Students' Understanding of Models in Science (SUMS) survey and students' self-evaluations of their own science learning interests and performance on a Likert-scale. The students' self-developed models explaining why three different magnetic phenomena occur were also evaluated on a schema of five levels, from lower (observational and fragmented models) to higher (microscopic and coherent models).The results reveal that most students' models remained only at the level of description of observable magnetic phenomena. A small number of the students were able to visualize unseen mechanisms, but these models were fragmented. However, several students with better science learning performance were able to develop coherent microscopic models to explain the three magnetic phenomena. The analyses indicated that most sub-factors of the SUMS survey were positively correlated with students' self-developed models, science learning performance and science learning interest. This study provides implications for teaching the nature of models and modeling practice.