Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning.
Relations between Representational Consistency, Conceptual Understanding of the Force Concept, and Scientific Reasoning.
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表征一致性、力概念的概念理解和科学推理之间的关系。
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
J. Viiri
中科院分区：
文献类型：
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作者：
P. Nieminen;A. Savinainen;J. Viiri
先前的物理教育研究提出了学生成功学习某些概念背后的“隐藏变量”问题。在力的概念的背景下，有人建议，学生的推理能力是这样一个变量。在高中和大学的入门课程中，学生的推理能力（由劳森的科学推理课堂测试测量）和他们对力的学习（由力概念量表（FCI）测量）之间存在着强的正相关关系。然而，还没有关于学生一致地解释多种表征的能力（即，代表性一致性）和他们对力的学习。为了研究这一点，我们收集了131名高中生的前测和后测数据的代表性变量的力量概念量表（代表性的一致性）和FCI。学生的劳森预测试数据也被收集。我们发现，学生表征一致性的前教学水平与学生学习力的获得密切相关。相关系数（0.51）与Lawson预评分与力的学习增益的相关系数（0.52）相当。我们的研究结果证实了科学推理能力隐藏在学习力的背后。此外，我们认为学生的表征一致性也可能是一个因素，这在物理教学中应该得到承认。
Previous physics education research has raised the question of ‘‘hidden variables’’ behind students’ success in learning certain concepts. In the contextof the force concept, it has been suggested that students’ reasoning ability is one such variable. Strong positive correlations between students’ preinstruction scores for reasoning ability (measured by Lawson’s Classroom Test of Scientific Reasoning) and their learning of forces [measured by the Force Concept Inventory (FCI)] have been reported in high school and university introductory courses. However, there is no published research concerning the relation between students’ ability to interpret multiple representations consistently (i.e., representational consistency) and their learning of forces. To investigate this, we collected 131 high school students’ pre- and post-test data of the Representational Variant of the Force Concept Inventory(for representational consistency) and the FCI. The students’ Lawson pretest data were also collected. We found that the preinstruction level of students’ representational consistency correlated strongly with student learning gain offorces. The correlation (0.51) was almost equal to the correlation between Lawson prescore and learning gain offorces (0.52). Our results supportearlierfindingswhichsuggestthatscientificreasoningabilityisahiddenvariablebehindthelearning of forces. In addition, we suggest that students’representational consistency may also be such a factor, and that this should be recognized in physics teaching.