Mental rotation and diagrammatic reasoning in science
Mental rotation and diagrammatic reasoning in science
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DOI：
10.1016/j.learninstruc.2007.01.012
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发表时间：
2007-04
影响因子：
6.2
通讯作者：
M. Stieff
中科院分区：
文献类型：
--
作者：
M. Stieff
本文介绍了3项研究，考察了学生和专家如何使用心理旋转和习得的启发式方法来解决涉及空间信息的化学任务。研究一的结果表明，尽管有分析策略的指导，但学生选择在规范评估任务中使用心理轮换。在研究2中，专家被观察到有选择地使用分析策略来完成相同的任务。在研究3中，使用心理旋转的学生被训练使用分析策略，并取得了同样的成功。总体而言，这3项研究解决了科学中可供选择的战略的负担能力，以及每种战略在课堂上的潜在作用。
This article presents 3 studies that examine how students and experts employ mental rotation and a learned heuristic to solve chemistry tasks that involve spatial information. Results from Study 1 indicate that despite instruction in analytical strategies, students choose to employ mental rotation on canonical assessment tasks. In Study 2, experts were observed to selectively employ analytical strategies for the same tasks. In Study 3, students who used mental rotation were trained to use analytical strategies with equal success. Collectively, the 3 studies address the affordances of alternative strategies in science and the potential role of each in the classroom.