Framing Inquiry in High School Chemistry: Helping Students See the Bigger Picture
Framing Inquiry in High School Chemistry: Helping Students See the Bigger Picture
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高中化学的框架探究：帮助学生看到更大的图景
DOI：
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发表时间：
2012
期刊：
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通讯作者：
B. Criswell
中科院分区：
文献类型：
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作者：
B. Criswell
探究被许多与化学（和科学）教育相关的机构提倡为促进深刻的概念理解和更复杂的科学思维的有效教学策略。为了让探究达到这些目标，教师必须管理学生在参与探究活动时所经历的认知负荷量。这篇文章可以帮助教师解决这一挑战，通过讨论框架（脚手架的形式）的概念，并提出了一个模型，旨在帮助教师更有效地框架探究活动。该模型使用相框的比喻，介绍了框架过程的五个组成部分，教师可以将其用作在探究活动之前开发与学生分享的背景信息的指南。这些组件是上下文、目标、操作、工具和交互。为学生提供这样一个精心开发的背景，可以更好地引导他们的调查的目的。
Inquiry has been advocated as an effective pedagogical strategy for promoting deep conceptual understanding and more sophisticated scientific thinking by numerous bodies associated with chemistry (and science) education. To allow inquiry to achieve these goals, the teacher must manage the amount of cognitive load experienced by students while they engage in inquiry activities. This article can help teachers address that challenge by discussing the notion of framing (a form of scaffolding) and by presenting a model designed to help teachers more effectively frame inquiry activities. Using the metaphor of a picture frame, the model introduces five components of the framing process that can be employed by teachers as guidelines for developing the background information they will share with students prior to an inquiry activity. Those components are context, goals, actions, tools, and interactions. Providing students with such a carefully developed background can better orient them to the purpose of the inqui...