Modeling Scientific Processes with Mathematics Equations Enhances Student Qualitative Conceptual Understanding and Quantitative Problem Solving.
Modeling Scientific Processes with Mathematics Equations Enhances Student Qualitative Conceptual Understanding and Quantitative Problem Solving.
复制标题
用数学方程对科学过程进行建模可以增强学生定性概念理解和定量问题解决。
DOI：
10.1002/sce.21198
复制
发表时间：
2016
影响因子：
4.3
通讯作者：
C. Schunn
中科院分区：
文献类型：
--
作者：
A. Schuchardt;C. Schunn
在 K-12 教育中整合科学、技术、工程和数学 (iSTEM) 的呼声中，迫切需要发现有效的整合方法。先前的研究表明，科学和数学之间不断增加的语境联系与学生解决问题和概念理解有关。然而，很少有研究明确测试特定教学机制对促进这种联系的好处。我们测试学生开发科学现象的建模过程数学方程的效果。方程中的数学变量和过程以及科学现象的基本实体和过程之间的联系都嵌入在方程中。当学生参与模型开发时，这些联系就会变得明确。在来自不同高中课堂学习继承的学生中测试了前后收益。使用这种教学方法教授的学生与在匹配的教室中实施更传统教学的学生（研究 1）或相同教师之前的传统教学（研究 2）进行对比。与接受传统指导的学生相比，接受建模过程指导的学生解决复杂数学问题的能力得到了更大的提高。这些建模过程的学生还表现出对数学建模过程概念理解的增强。观察到的效果并不是由于教学时间或教师效果的差异造成的。
Amid calls for integrating science, technology, engineering, and mathematics (iSTEM) in K–12 education, there is a pressing need to uncover productive methods of integration. Prior research has shown that increasing contextual linkages between science and mathematics is associated with student problem solving and conceptual understanding. However, few studies explicitly test the benefits of specific instructional mechanisms for fostering such linkages. We test the effect of students developing a modeled process mathematical equation of a scientific phenomenon. Links between mathematical variables and processes within the equation and fundamental entities and processes of the scientific phenomenon are embedded within the equation. These connections are made explicit as students participate in model development. Pre–post gains are tested in students from diverse high school classrooms studying inheritance. Students taught using this instructional approach are contrasted against students in matched classrooms implementing more traditional instruction (Study 1) or prior traditional instruction from the same teachers (Study 2). Students given modeled process instruction improved more in their ability to solve complex mathematical problems compared to traditionally instructed students. These modeled process students also show increased conceptual understanding of mathematically modeled processes. The observed effects are not due to differences in instructional time or teacher effects.