Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
复制标题
知识共同发展的科学建模过程中的认知不确定性和生产性斗争的支持
DOI：
10.1002/tea.21732
复制
发表时间：
2022
影响因子：
4.6
通讯作者：
Chen, Ying‐Chih
中科院分区：
文献类型：
--
作者：
Chen, Ying‐Chih
有相当数量的研究建模的性质和有效性，适用于学生学习科学。然而，很少有研究探讨学生的认知不确定性在建模中的作用，以及教师如何与学生合作，认识和利用它作为一种教学资源，以支持科学知识的共同发展的生产性斗争。这个单一的案例研究的重点是一个五年级的教师和她的学生如何使用认知不确定性作为一种资源，从事建模，因为他们共同开发的知识，通过建设，修改，并最终确定模型。在为期4周的16节课中，学生们学习了呼吸系统在呼吸过程中的作用。在建模的四个阶段中确定了多种策略来管理学生对生产性斗争的认识不确定性。第一阶段，问题化现象：使用学生认识不确定性来情境化和格式化问题，第二阶段，物质实践：认识和支持学生认识不确定性，这可能导致斗争，失败和重建模型的机会，第三阶段，论证实践：批判和分解学生的认知不确定性，以找到可能的解决方案，和阶段4，概念化理论和最终模型的应用：让学生使用他们的最终模型的不同表示从理论上解释目标现象。通过提供学生知识共同发展演变的经验说明，本研究表明，生产性建模应包括学生认识不确定性的变化，作为一种有效的资源，通过建模的不同阶段，在生产性斗争中，逐步吸引学生，以理解并发展对科学知识和实践的连贯理解。因此，学生有机会在意义建构过程中反思和生成自己的知识，而不仅仅是复制教科书或权威的知识。
There is a considerable amount of research on the nature and effectiveness of modeling as applied to student learning in science. However, few studies have examined the role of students' epistemic uncertainty in modeling and how teachers collaborate with students to recognize and utilize it as a pedagogical resource to support productive struggle for the co‐development of scientific knowledge. This single case study focuses on how one fifth‐grade teacher and her students used epistemic uncertainty as a resource to engage in modeling as they co‐developed knowledge through building, revising, and finalizing models. Data were collected 16 lessons across 4 weeks when students learned the role of the respiratory system in the breathing process. Multiple strategies to manage students' epistemic uncertainty for productive struggle were identified across four phases of modeling.Phase 1, Problematizing a phenomenon: using student epistemic uncertainty to contextualize and format a problem,Phase 2, Material practice: recognizing and supporting student epistemic uncertainty that may cause struggle, failure, and opportunity for rebuilding a model,Phase 3, Argumentative practice: critiquing and decomposing student epistemic uncertainty to find possible solutions, andPhase 4, Conceptualizing theory and application of final models:having students use different representations of their final models to theoretically explain the target phenomenon. By providing an empirical account of the evolution of students' knowledge co‐development, this study suggests that productive modeling should encompass the variation of student epistemic uncertainties as an effective resource to cumulatively engage students through the different phases of modeling in the productive struggle to sense‐make and develop a coherent understanding of scientific knowledge and practice. As such, students have opportunities to reflect on and generate their own knowledge in the sensemaking process, rather than just replicate knowledge from textbooks or authorities.
登录
查看更多内容
故事情节单元：从学生的角度支持连贯性的教学模型
影响因子：
1.9
作者：
B. Reiser;Michael Novak;Tara A. W. McGill;W. Penuel
通讯作者：
W. Penuel
发展科学教学中的解释能力
DOI：
--
发表时间：
2016
期刊：
影响因子：
--
作者：
Ann Rosebery;Beth Warren;Eli Tucker
通讯作者：
Eli Tucker
影响因子：
4.3
作者：
Khan, Samia
通讯作者：
Khan, Samia
绘制本科化学学生关于模型和建模的认知想法
影响因子：
4.6
作者：
Lazenby, Katherine;Stricker, Avery;Brandriet, Alexandra;Rupp, Charlie A.;Mauger‐Sonnek, Kathryn;Becker, Nicole M.
通讯作者：
Becker, Nicole M.
关于教师和教学的不确定性。
影响因子：
3.9
作者：
Deborah Helsing
通讯作者：
Deborah Helsing