Conceptual dynamics: Following changing student views of force and motion
Conceptual dynamics: Following changing student views of force and motion
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概念动力学：跟随学生对力和运动的看法的变化
DOI：
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发表时间：
2008
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通讯作者：
R. Thornton
中科院分区：
文献类型：
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作者：
R. Thornton
本文发展了“概念动力学”的现象学框架和方法论，以识别学生对物理世界的看法，并探索这些观点在教学过程中转变的动态过程。概念动态有助于确定多个学生的观点，即使对于教学环境中的大量学生来说也是如此，并提供了一种将学生观点排序到学习层次结构中的方法。然后将概念动力学的方法应用于学生在物理特定领域的观点——力和运动，即由于作用在物体上的力而导致物体移动的行为。阐明了学生对不同情况下的力和运动的共同看法，并建立了学习层次结构，允许通过各种观点对学生的进展进行统计预测。例如，牛顿第一定律和第二定律成为力和运动的四个学生定律，其中不同的力和运动关系......
This paper develops the phenomenological framework and methodology of “conceptual dynamics” in order to identify student views of the physical world and to explore the dynamic process by which these views are transformed during instruction. Conceptual dynamics aids the determination of the multiple student views, even for large numbers of students in instructional settings, and provides a method for the ordering of student views into learning hierarchies. The methods of conceptual dynamics are then applied to student views in a specific area of physics—force and motion, the behavior of objects moving as a result of forces acting on them. Common student views of force and motion for the different cases that students distinguish are articulated and learning hierarchies are established that allow a statistical prediction of student progression through the various views. Newton’s First and Second Laws, for example, become the Four Student Laws of Force and Motion where different force and motion relationships...