From problem solving to a knowledge structure: An example from the domain of electromagnetism
From problem solving to a knowledge structure: An example from the domain of electromagnetism
复制标题
DOI：
10.1119/1.18642
复制
发表时间：
1997-08-01
影响因子：
0.9
通讯作者：
Eylon, BS
中科院分区：
文献类型：
--
作者：
Bagno, E;Eylon, BS
通过对传统高中电磁学课程后学生知识的调查，发现学生在三个方面的知识不足：（1）知识结构，意识到中心思想的重要性，如麦克斯韦方程（定性表达）;（2）概念理解-例如，理解电场与电场源之间的关系;（3）中心关系在问题解决中的应用。为了弥补这些不足，我们提出了一个教学模式，它集成了问题解决，概念理解和知识结构的构建。学生们的中心活动是逐步构建一个以麦克斯韦方程组为中心的分层概念图。学生构建概念图分为五个阶段：（1）解决-他们解决一系列突出领域中心思想的问题;（2）反思-他们反思解决方案的概念基础;（3）概念化-他们进行处理相关概念困难的活动;（4）应用-他们进行复杂的应用;（5）链接-他们将自己的活动与不断发展的概念图联系起来。这种综合模型（实验治疗）进行了比较，一个孤立的治疗的演习和实践或治疗的概念上的困难，没有链接到建议的知识结构。结果表明，实验组的学生在回忆、概念知识和问题解决方面的成绩优于对照组。实验组的学生还能够在不同于物理学的领域中转移和提取中心思想。(C)1997年美国物理教师协会。
An investigation of students' knowledge after a traditional advanced high-school course in electromagnetism shows deficiencies of their knowledge in three major areas: (1) the structure of knowledge-e.g., realizing the importance of central ideas, such as Maxwell's equations (expressed qualitatively); (2) conceptual understanding-e.g., understanding the relationships between the electric field and its sources; and (3) application of central relationships in problem solving. To remedy these deficiencies we propose an instructional model which integrates problem solving, conceptual understanding and the construction of the knowledge structure. The central activity of the students is a gradual construction of a hierarchical concept map organized around Maxwell's equations as central ideas of the domain. The students construct the map in five stages: (1) SOLVE-they solve a set of problems that highlight the central ideas in the domain; (2) REFLECT-they reflect on the conceptual basis of their solutions; (3) CONCEPTUALIZE-they perform activities that deal with relevant conceptual difficulties, (4) APPLY-they carry out complex applications; (5) LINK-they link their activities to the evolving concept map. This integrative model (experimental treatment) was compared to an isolated treatment of drill and practice or treatment of conceptual difficulties without Linkage to the proposed knowledge structure. The comparison shows that students in the experimental treatment performed better than the other students on measures of recall, conceptual knowledge and problem solving. Students in the experimental treatment were also able to transfer and extract central ideas in a domain different than physics. (C) 1997 American Association of Physics Teachers.