The Educational Value of Multiple-representations when Learning Complex Scientific Concepts
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts
复制标题
学习复杂科学概念时多重表示的教育价值
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
S. Ainsworth
中科院分区：
文献类型：
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作者：
S. Ainsworth
当人们学习复杂的科学概念时，与图表、图形和方程式等多种表现形式互动可以带来独特的好处。不幸的是，有相当多的证据表明，学习者往往无法利用这些优势，在更糟糕的情况下，不适当的表征组合可能会完全抑制学习。换句话说，多重表征是强大的工具，但就像所有强大的工具一样，如果学习者想要成功地使用它们，就需要仔细处理它们。在这一章中，我将回顾表明多重表征在科学教育中起着许多重要作用的证据。我还会考虑为什么对多重陈述的有效性的研究表明，它们往往无法达到预期的教育目标，我考虑可以做些什么来克服这些问题。
When people are learning complicated scientific concepts, interacting with multiple forms of representation such as diagrams, graphs and equations can bring unique benefits. Unfortunately, there is considerable evidence to show that learners often fail to exploit these advantages, and in the worse cases inappropriate combinations of representations can completely inhibit learning. In other words, multiple representations are powerful tools but like all powerful tools they need careful handling if learners are to use them successfully. In this chapter, I will review the evidence that suggests that multiple representations serve a number of important roles in science education. I will also consider why the research on the effectiveness of multiple representations shows that all too often they do not achieve their desired educational goals and I consider what can be done to overcome these problems.