The Link of Theory and Practice in Traditional and in Computer-Based University Laboratory Experiments
The Link of Theory and Practice in Traditional and in Computer-Based University Laboratory Experiments
复制标题
传统和基于计算机的大学实验室实验的理论与实践的联系
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Hans E. Fischer
中科院分区：
文献类型：
--
作者：
Lorenz Hucke;Hans E. Fischer
这项工作涉及学习的初学者的物理实验室在大学水平在德国。它考察学生是否通过进行实验室实验获得物理和科学实验知识，以及学生的知识获得与他们在实验室工作中的行为之间是否存在关系。因此，学习期望与初学者的物理实验室的实际结果进行了比较。此外，它是检查在何种程度上使用计算机的数据采集和模型的建立可以影响学生的行动调节和学习成果。建构主义学习理论是本研究的理论基础。它们与行动理论的概念结合使用，并考虑到物理教育的各个方面。实验室工作的视频记录通过基于类别的分析进行分析，该分析是专门为这项研究开发的。概念图用于调查学生的知识，并在参考图的基础上进行分析。结果表明，传统的大学物理初学者实验室并不是一个特别适合学生主动应用和获取物理知识的学习环境，计算机的使用对学生的行为调节和知识获取几乎没有影响。在此基础上，探讨了提高物理实验室工作有效性的途径。
This work deals with learning in the beginners’ physics laboratory at the university level in Germany. It examines whether the students acquire knowledge of physics and of scientific experimentation by performing a laboratory experiment, and if a relationship exists between the students’ knowledge acquisition and their actions during laboratory work. Thus, the learning expectations are compared with the actual results of beginners’ physics laboratories. Furthermore, it is examined to what extent the use of the computer for data capture and model building can affect students’ action regulation and learning outcomes. Constructivist theories of learning constitute the theoretical basis for the investigation. They are used in combination with concepts of action theory, with aspects of physics education taken into account. Video recordings of laboratory work are analysed by a category-based analysis, which was specifically developed for this research. Concept maps are used for investigating students’ knowledge and are analysed on the basis of a reference map. The results show that the traditional beginners’ physics laboratory at the university level is not a learning environment particularly well suited for applying and acquiring knowledge of physics actively, and that in this case the use of the computer hardly effects either the students’ action regulation or knowledge acquisition. Based on the results of this research, ways to improve the effectiveness of physics laboratory work are discussed.