How Research on Students’ Processes of Concept Formation Can Inform Curriculum Development
How Research on Students’ Processes of Concept Formation Can Inform Curriculum Development
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对学生概念形成过程的研究如何为课程开发提供信息
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Christian Rogge
中科院分区：
文献类型：
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作者：
C. Aufschnaiter;Christian Rogge
关于学生科学学习的研究往往是基于概念变化理论。典型地，学生的概念生态是理论化的，调查了教学前的错误概念，并分析了这些概念是如何随着教学的结果而改变的。然而，很少有研究关注学生在教学过程中发展概念理解的过程：在什么情况下，学生会使用他们的(错误)概念？学生的(错误)概念是如何在学习过程中(或在日常情况下行动时)发展起来的？在概念形成的过程中，学生理解哪些类型的教师讲解？为什么具体指导对某些学生有效，但不是对所有学生有效？本章所报道的研究旨在探索学生如何达成特定的概念理解，学生如何在处理物理教学和实验时使用他们的概念，以及什么样的教学促进或阻碍了学生的概念形成过程。这一章利用了这类调查的理论论证、经验程序和结果以及对科学教学的启示。
Research about students’ learning of science is often based on conceptual change theory. Typically, student conceptual ecology is theorized, (mis-)conceptions prior to instruction are investigated and how these conceptions change as a result of instruction are analyzed. However, little research has focused on the processes by which students develop conceptual understanding during instruction: Under which conditions will students employ their (mis-)conceptions? How do students’ (mis-)conceptions evolve during learning (or while acting in everyday situations)? Which kinds of teacher explanations are understood by students and when in the process of concept formation? Why is specific instruction effective for some students but not for all? Research reported in this chapter aims to explore how students arrive at a particular conceptual understanding, how students employ their conceptions while grappling with physics instruction and experiments and what kind of instruction promotes or hinders students’ processes of concept formation. The chapter draws upon theoretical arguments for this type of investigation, empirical procedures and outcomes as well as upon implications for science teaching.