Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts
复制标题
物理分布式学习：在分数概念的发展中适应和重新解释物理环境
DOI：
10.1207/s15516709cog0000_15
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发表时间：
2005
影响因子：
2.5
通讯作者：
Daniel L. Schwartz
中科院分区：
文献类型：
--
作者：
Taylor Martin;Daniel L. Schwartz
五项研究探讨了与物理环境的互动如何支持分数概念的发展。9岁和10岁的孩子在分数的问题，他们不能完成精神。实验1和2表明，操纵物理件促进儿童的能力发展的分数的解释。实验3表明，当儿童理解的内容领域，他们使用他们的解释，以重新利用许多环境，以支持解决问题，而当他们需要学习，他们倾向于环境的结构。实验4和实验5考察了儿童通过操纵实物学习后的迁移。通过适应相对非结构化的环境来学习的儿童比在不需要同等适应的“结构良好”的环境中学习的儿童更好地转移到新材料中。总之，研究结果表明，在物理分布的学习，适应环境的机会允许新的解释，可以促进学习的发展。
Five studies examined how interacting with the physical environment can support the development of fraction concepts. Nine- and 10-year-old children worked on fraction problems they could not complete mentally. Experiments 1 and 2 showed that manipulating physical pieces facilitated children's ability to develop an interpretation of fractions. Experiment 3 demonstrated that when children understood a content area well, they used their interpretations to repurpose many environments to support problem solving, whereas when they needed to learn, they were prone to the structure of the environment. Experiments 4 and 5 examined transfer after children had learned by manipulating physical pieces. Children who learned by adapting relatively unstructured environments transferred to new materials better than children who learned with "well-structured" environments that did not require equivalent adaptation. Together, the findings reveal that during physically distributed learning, the opportunity to adapt an environment permits the development of new interpretations that can advance learning.