Misunderstanding Emergent Causal Mechanism in Natural Selection
Misunderstanding Emergent Causal Mechanism in Natural Selection
复制标题
误解自然选择中的紧急因果机制
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Rod D. Roscoe
中科院分区：
文献类型：
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作者：
M. Chi;Agnieszka Kosminska M. Kristensen;Rod D. Roscoe
这一章从理论上解释了为什么许多科学概念，特别是那些学生对其有深刻误解的概念(如自然选择)如此难以学习。简而言之，该理论假设青年学生在日常环境中遇到的各种现象(或概念和过程)有助于他们建立一种内部结构(我们称之为直接因果图式)，使他们能够解释和理解他们必须在学校学习的新现象。我们的理论假设，学习新信息需要将其同化到一个相关的图式中。由于青少年学生已经从日常经验中形成了直接因果图式，当他们遇到新现象时，他们会激活他们的直接因果图式来解释新现象。然而，学生在学校必须学习的许多现象不应该被吸收到直接因果图式中；相反，它们应该被吸收到另一种图式中(我们称之为紧急因果图式)。因此，他们激活了一种不恰当的图式(直接因果图式)，并将新现象同化到其中，导致了强大而顽固的误解。对科学中的错误概念的这一理论解释的发展是在迟浩田(1992)中首次提出的。多年来，它已经从对诸如热的静态概念的考虑演变到对诸如热传递的过程概念的考虑(例如，参见hi，Slotta，&De Leeuw，1994；hi，1997；Slotta，hi，&Joram，1995；chi&Roscoe，2002；hi，2005；Slotta&hi，2006)，以及对其他相关问题的考虑，例如本体论的转变是否是重大科学发现的基础(hi&Hausmann，2003)。本章中提出的理论的版本在即将指出的方面改进了迟浩田(2005)先前提出的理论框架。此外，本章以生物学背景下的一个例子(自然选择的概念)来例示该理论，而先前的研究OUP未经纠正的证明-第一证明，12/08/11，NEWGEN
This chapter provides a theoretical account for why many science concepts, especially those for which students have deeply held misconceptions (e.g., natural selection), are so diffi cult to learn. In a nutshell, the theory postulates that the various phenomena (or concepts and processes) young students encounter in their daily environment help them build an internal structure (that we will call a Direct Causal Schema) that allows them to interpret and understand new phenomena that they have to learn in school. Our theory presupposes that learning of new information involves assimilating it into a relevant schema. Because young students have developed a Direct Causal Schema from their daily experiences, when they encounter new phenomena, they activate their Direct Causal Schema to interpret the new phenomena. However, many phenomena that students have to learn in school should not be assimilated into a Direct Causal Schema; instead, they should be assimilated into an alternative schema (that we will call an Emergent Causal Schema). Therefore, they are activating an inappropriate schema (the Direct Causal Schema) and assimilating new phenomena into it, resulting in robust and tenacious misconceptions. The development of this theoretical account for misconceptions in science was fi rst introduced in Chi (1992). Over the years, it has evolved from a consideration of static concepts, such as heat, to process concepts, such as heat transfer (see for example, Chi, Slotta, & de Leeuw, 1994; Chi, 1997; Slotta, Chi, & Joram, 1995; Chi & Roscoe, 2002; Chi, 2005; Slotta & Chi, 2006), as well as consideration of other related issues, such as whether ontological shift underlies important scientifi c discoveries (Chi & Hausmann, 2003). The version of the theory presented in this chapter improves the previously framed theory in Chi (2005) in ways that will be pointed out. Moreover, this chapter instantiates the theory with an example in a biological context (the concept of natural selection), whereas the previous study OUP UNCORRECTED PROOF – FIRST-PROOF, 12/08/11, NEWGEN