Insightful learning in the laboratory: Some experiences from 10 years of designing and using conceptual labs
Insightful learning in the laboratory: Some experiences from 10 years of designing and using conceptual labs
复制标题
DOI：
10.1080/03043791003739759
复制
发表时间：
2010-06-01
影响因子：
2.3
通讯作者：
Bernhard, J.
中科院分区：
文献类型：
--
作者：
Bernhard, J.
本文描述了在1994/1995年开始的工作之后，旨在发展洞察力学习的“概念实验室”的设计和实施的一系列项目。主要集中在力学和电路理论课程上。在设计这些创新课程时所采取的方法可以被描述为基于设计的研究。这些学习环境的一个共同特点是使用技术作为工具来帮助学生进行探究。此外，还在分配任务的设计中引入了基于变分理论的系统变化。概念性清单的结果证明了概念性实验室的成功。在后来的项目中，视频记录被用来研究学生在实验室中的行动过程。本文描述了这些研究如何提供对学习至关重要的条件的洞察力，以及这些洞察力如何帮助作者和他的同事进一步改善学习环境。
This paper describes a series of projects on the design and implementation of 'conceptual labs' aimed at developing insightful learning, following work that began in 1994/1995. The main focus has been on courses in mechanics and electric circuit theory. The approach taken in designing these innovative curricula can be described as 'design-based research'. A common feature in these learning environments is the use of technology as a tool to aid students' inquiry. In addition, systematic variation, based on the theory of variation, has been introduced into the design of the assigned tasks. Results from conceptual inventories have demonstrated the success of conceptual labs. In the later projects, video recording was used to study students' courses of action in labs. This paper describes how these studies have provided insights into conditions that are critical for learning and how these insights have helped the present author and his co-workers make further improvements to learning environments.