Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems
Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems
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中学生的动态建模过程：分析、推理、综合和测试溪流生态系统模型
DOI：
10.1023/a:1021840407112
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发表时间：
1997
影响因子：
4.4
通讯作者：
E. Soloway
中科院分区：
文献类型：
--
作者：
Steven J. Stratford;J. Krajcik;E. Soloway
在本文中，我们探讨动态建模作为一个机会，让学生思考他们正在学习的科学内容。我们研究了“建模的认知策略”（CSM），学生在创建动态模型时参与其中。我们录音和录像记录了八对九年级理科学生，并分析了他们的对话和行动。在分析适合他们的模型的对象和因素时，一些学生仅仅列举了潜在的因素，而另一些学生则进行了丰富的、实质性的、有意识的分析。在推理他们的模型时，学生们深入讨论了关系，只集中在最重要的关键关系上，或者遇到了区分因果关系和相关关系的困难。在合成工作模型时，学生们绘制了他们的模型以帮助可视化，专注于他们的目标，或者谈论他们的模型的外观或形式。学生们试图清楚地解释他们的关系，但有时他们的解释是肤浅的。在测试他们的模型时，一些学生进行了彻底的测试，但只有少数学生坚持调试他们的模型的行为，使其符合他们的期望。在我们的结论中，我们建议，创建动态模型有很大的潜力，用于在课堂上，让学生在思考科学内容，特别是在那些最好的动态建模培养的思维策略：分析，关系推理，综合，测试和调试，并作出解释。
In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the “Cognitive Strategies for Modeling” (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.