The difficult process of scientific modelling: An analysis of novices' reasoning during computer-based modelling
The difficult process of scientific modelling: An analysis of novices' reasoning during computer-based modelling
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DOI：
10.1080/09500690500206408
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发表时间：
2005-11-18
影响因子：
2.3
通讯作者：
van Joolingen, WR
中科院分区：
文献类型：
--
作者：
Sins, PHM;Savelsbergh, ER;van Joolingen, WR
虽然计算机建模被广泛提倡作为一种方式，为学生提供更深入的理解复杂的现象，建模的过程是相当复杂的本身，需要脚手架。为了提供足够的支持，我们需要深入了解学生的推理过程，以及他们在建模任务中遇到的困难。因此，在这项研究中，26名学生，在二人组工作，同时在物理领域的建模任务进行了观察。一个编码方案的开发，以捕捉类型的推理过程中使用的学生。结果表明，大多数学生有很强的重点调整模型参数，以适应经验数据，很少参考先验知识。成功的学生不同于不成功的学生，在使用更多的先验知识，并在显示更多的归纳推理。这些意见导致适当的支架设计的建议。
Although computer modelling is widely advocated as a way to offer students a deeper understanding of complex phenomena, the process of modelling is rather complex itself and needs scaffolding. In order to offer adequate support, we need a thorough understanding of the reasoning processes students employ and of difficulties they encounter during a modelling task. Therefore, in this study 26 students, working in dyads, were observed while working on a modelling task in the domain of physics. A coding scheme was developed in order to capture the types of reasoning processes used by students. Results indicate that most students had a strong focus on adjusting model parameters to fit the empirical data with little reference to prior knowledge. The successful students differed from the less successful students in using more prior knowledge and in showing more inductive reasoning. These observations lead to suggestions for the design of appropriate scaffolds.