Adaptive support for representational competencies during technology-based problem solving in chemistry
Adaptive support for representational competencies during technology-based problem solving in chemistry
复制标题
在基于技术的化学问题解决过程中对代表性能力的适应性支持
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
J. Burstyn
中科院分区：
文献类型：
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作者：
M. Rau;Miranda Zahn;Edward Misback;Tiffany Herder;J. Burstyn
摘要背景：STEM 学习的一个关键方面是使用视觉表示来解决问题。为了成功地使用视觉效果，学生需要理解它们如何展示概念，并流畅地感知其中的领域相关信息。在解决问题的活动中增加对意义建构和感知流畅性的支持，可以增强学生对内容知识的学习。然而，学生需要不同类型的表征能力支持，具体取决于他们的先验知识。这表明，适应性地为学生分配意义建构和感知流畅性支持可能比为所有学生分配相同序列的这些支持更有效。方法：我们在 44 名化学课程本科生的实验中测试了这一假设。学生被随机分配到一系列为期十周的问题解决活动中，这些活动要么提供固定序列的意义建构支持和感知流畅性支持，要么根据学生解决问题的互动自适应地分配这些支持。研究结果：结果表明，适应性表征能力有助于减少学生在解决问题过程中的困惑和错误，同时增加他们对内容知识的学习。贡献：我们的研究首次表明，对表征能力的适应性支持可以显着增强内容知识的学习。鉴于视觉效果的普遍性，我们的结果可能会为一般的 STEM 教学提供参考。
ABSTRACT Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-makingand perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students’ problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students’ confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction.