Conceptual and Procedural Knowledge During Strategy Construction: A Complex Knowledge Systems Perspective
Conceptual and Procedural Knowledge During Strategy Construction: A Complex Knowledge Systems Perspective
复制标题
战略构建过程中的概念性和程序性知识：复杂知识系统的视角
DOI：
10.1080/07370008.2018.1464003
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发表时间：
2018
影响因子：
3.3
通讯作者：
Mariana Levin
中科院分区：
文献类型：
--
作者：
Mariana Levin
摘要本文阐述了一个新的方向，研究新的策略的建设，使研究人员能够模拟的概念基础，学生的可观察到的战略行动，在情节的数学问题解决。概念性知识和程序性知识之间关系的性质几十年来一直存在争议。最近，有越来越多的经验证据表明，概念和程序知识可以通过双向和迭代的方式相互引导而发展（例如，Rittle-Johnson & Schneider，2014）。然而，概念性和程序性知识（尤其是程序性知识）的结构本身因定义不一致和缺乏可操作性而受到批评（星星，2007）。本文的分析通过将实施战略所需的各种形式的概念和程序知识建模为一个复杂的知识系统（战略系统）来解决这一批评。此外，策略系统模型被用来阐述在一个时刻的时间尺度上的概念性和程序性知识之间的相互引导的过程。战略系统模型建立在知识碎片的认识论观点（diSessa，1993），特别是协调类理论（diSessa和瓦格纳，2005）。这两个战略系统的理论概念和双向模型之间的相互引导的概念和程序的知识说明使用数据从一个案例研究的预代数学生谁迭代细化的程序解决代数文字问题。策略系统模型突出了策略和概念的复杂性，并为学生在策略构建过程中可以学到什么提供了一个窗口。
ABSTRACT This article elaborates a new direction for studying the construction of novel strategies that enables researchers to model the conceptual underpinnings of students' observable strategic actions during episodes of mathematical problem solving. The nature of the relationship between conceptual and procedural knowledge has been persistently debated for decades. Recently, there has been mounting empirical evidence that conceptual and procedural knowledge can develop by mutual bootstrapping in a bidirectional and iterative fashion (e.g., Rittle-Johnson & Schneider, 2014). However, the very constructs of conceptual and procedural knowledge (especially procedural knowledge) have been critiqued for inconsistency in definition and lack of operationalization (Star, 2007). The analysis in this article addresses this critique by modeling the diverse forms of conceptual and procedural knowledge needed to implement a strategy as a complex knowledge system: a strategy system. Furthermore, the strategy system model is used to elaborate processes of mutual bootstrapping between conceptual and procedural knowledge at a moment-by-moment time scale. The strategy system model builds upon the Knowledge in Pieces epistemological perspective (diSessa, 1993), and coordination class theory in particular (diSessa & Wagner, 2005). Both the theoretical notion of a strategy system and the bidirectional model of mutual bootstrapping between conceptual and procedural knowledge are illustrated using data from a case study of a pre-algebra student who iteratively refined a procedure for solving algebra word problems. The strategy system model highlights the complexity of both strategies and concepts and offers a window into what can be learned by students during strategy construction processes.
DOI：
10.1037/0096-3445.127.4.377
发表时间：
1998-12
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
R. Siegler;Elsbeth Stern
通讯作者：
R. Siegler;Elsbeth Stern