Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory
Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory
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检测知识组织中学习的变化：使用单词关联测试来跟踪碰撞理论的学习
DOI：
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发表时间：
1987
期刊：
影响因子：
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通讯作者：
R. Maskill
中科院分区：
文献类型：
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作者：
A. Cachapuz;R. Maskill
进行单词前和单词后联想和成绩测试，以将概念增长与课堂学习联系起来。在中学化学反应动力学的主题中，在成绩测试中，在高成就者和低成就者之间的预测试中没有检测到概念差异。在后测中，低成就者几乎没有表现出概念上的变化，而高成就者则表现出明显相关的概念增长和结构。关键概念冲突整合了高成就者的概念结构，而低成就者则完全没有出现。结果表明，潜在的单词联想测试，供教师使用，以遵循科学教学过程中的概念学习。
Pre‐ and post‐word association and achievement tests were administered to relate concept growth with classroom learning. In the secondary school chemistry topic of reaction kinetics no conceptual differences were detected in the pre‐tests between high and low achievers in the achievement tests. In the post‐test the low achievers showed virtually no conceptual changes whereas the high achievers showed clearly relevant conceptual growth and structuring. The key concept collision integrated the concept structure of the high achievers, not appearing at all for the low achievers. The results show the potential of word association tests for use by teachers to follow the learning of concepts during science teaching.