Attending to student epistemological framing in a science classroom
Attending to student epistemological framing in a science classroom
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在科学课堂上关注学生的认识论框架
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
David M. Hammer
中科院分区：
文献类型：
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作者：
Paul Hutchison;David M. Hammer
对学校学习环境的研究表明，许多学生将科学课上的活动框定为为老师或考试提供答案，而不是对自然世界进行新的理解。第一作者教授的一节课的一段插曲的案例研究展示了在科学课堂上，学生陷害是什么样子的，有成效的和没有成效的。该案例研究表明，一些通常被认为不受欢迎的学生活动可能是生产性框定的证据，而通常被视为可取的活动可能被视为非生产性框定的证据。©2009威利期刊公司SCI Ed94：506-524,2010
Studies of learning in school settings indicate that many students frame activities in science classes as the production of answers for the teacher or test, rather than as making new sense of the natural world. A case study of an episode from a class taught by the first author demonstrates what productive and unproductive student framing can look like in a science classroom. The case study demonstrates how some student activity commonly seen as undesirable may be evidence of productive framing, and activity commonly viewed as desirable may be seen as evidence of unproductive framing. © 2009 Wiley Periodicals, Inc. Sci Ed94:506–524, 2010