Elements of a Cognitive Model of Physics Problem Solving: Epistemic Games.
Elements of a Cognitive Model of Physics Problem Solving: Epistemic Games.
复制标题
物理问题解决的认知模型的要素：认知游戏。
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
E. Redish
中科院分区：
文献类型：
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作者：
Jonathan Tuminaro;E. Redish
尽管人们对专家和新手之间的差异知之甚少，但对这些差异的了解通常不能提供足够的细节来帮助教师理解为什么一些学生似乎在解决问题时学习物理，而另一些学生则不是。一个关键问题是学生如何在解决特定问题的背景下获取他们所拥有的知识。在这篇文章中，我们讨论了我们在马里兰大学基于代数的物理课堂上观察到的学生在真实情境中解决物理问题的情况。我们发现，当这些学生在一起工作并有效互动时，他们通常会在几分钟或更长的时间段内使用有限的本地连贯资源。这种连贯性似乎为学生提供了指导，告诉他们应该获取什么知识和程序，以及应该忽略什么。这往往会导致学生无法应用他们后来证明自己拥有的相关知识。在本文中，我们概述了描述这些局部一致性的理论现象学，并确定了六种我们称为认知游戏的组织结构。假设学生倾向于在相当有限的一组游戏的狭窄范围内发挥作用，这一假设很好地描述了我们的观察结果。我们在两个案例研究中演示了学生如何使用这些游戏，并讨论了它们对教学的影响。
Although much is known about the differences between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn physics while solving problems and others do not. A critical issue is how students access the knowledge they have in the context of solving a particular problem. In this paper, we discuss our observations of students solving physics problems in authentic situations in an algebra-based physics class at the University of Maryland. We find that when these students are working together and interacting effectively, they often use a limited set of locally coherent resources for blocks of time of a few minutes or more. This coherence appears to provide the student with guidance as to what knowledge and procedures to access and what to ignore. Often, this leads to the students failing to apply relevant knowledge they later show they possess. In this paper, we outline a theoretical phenomenology for describing these local coherences and identify six organizational structures that we refer to as epistemic games. The hypothesis that students tend to function within the narrow confines of a fairly limited set of games provides a good description of our observations. We demonstrate how students use these games in two case studies and discuss the implications for instruction.
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG