Student facility with ratio and proportion: Mapping the reasoning space in introductory physics
Student facility with ratio and proportion: Mapping the reasoning space in introductory physics
复制标题
具有比率和比例的学生设施：绘制入门物理学中的推理空间
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Brahmia
中科院分区：
文献类型：
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作者：
A. Boudreaux;S. Kanim;S. Brahmia
关于比例和比例的六种具体推理模式被描绘为使专家实践具有可操作性的手段。这些模式源于对物理学家如何在上下文中进行推理的考虑，受到物理和数学教育中先前工作的启发，并具有与解决物理教学中常用问题所需的推理步骤相匹配的粒度。开发并验证了一套评估问题，以探索学生使用推理模式的能力。来自西部华盛顿大学、罗格斯大学和新墨西哥州立大学的3000多名学生对开放式和多项选择题的回答进行了收集。结果被用来确定具体的推理困难，记录学生群体之间的表现差异，并探索问题背景对学生推理的影响。我们发现，大学物理课程的学生很难解释和应用上下文中的比率，并且在许多情况下缺乏基本的除法和乘法算术运算的推理能力。
Six specific modes of reasoning about ratio and proportion have been delineated as a means of operationalizing expert practice. These modes stem from consideration of how physicists reason in context, are informed by prior work in physics and mathematics education, and have grain size matched to the steps in reasoning needed to solve problems commonly used in physics instruction. A suite of assessment questions has been developed and validated to probe student facility with the reasoning modes. Responses to open-ended and multiple-choice versions of the assessment questions have been collected from more than 3000 students at Western Washington University, Rutgers University, and New Mexico State University. Results have been used to identify specific reasoning difficulties, to document differences in performance between student populations, and to explore the effect of question context on student reasoning. We find that students enrolled in university physics courses have difficulty interpreting and applying ratios in context, and in many cases lack facility with the reasoning underlying basic arithmetic operations of division and multiplication.
影响因子：
3.3
作者：
Schwartz, DL;Bransford, JD
通讯作者：
Bransford, JD