Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students
Learners' Mental Models of the Particle Nature of Matter: A study of 16-year-old Swedish science students
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DOI：
10.1080/09500690701799383
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发表时间：
2009-01-01
影响因子：
2.3
通讯作者：
Taber, Keith S.
中科院分区：
文献类型：
--
作者：
Adbo, Karina;Taber, Keith S.
这里介绍的结果来自瑞典高中理科学生（16-19岁）发展的关键化学概念的理解的纵向研究。举报人是来自两所不同学校的18名学生。本研究的目的是探讨学习者发展的粒子水平的物质的心理模型。数据收集使用半结构化的采访，根据学生自己的图纸原子，固体，液体和气体。访谈成绩单进行了分析，以确定模式的数据，提供深入了解学生的理解方面。调查结果进行了讨论，在瑞典学校的具体课程背景下。结果表明，在瑞典的教师和教科书作者普遍提出的原子的教学模型（来自玻尔的模型）给学生一个不成比例的大和不动的原子核的图像，强调一个行星模型的原子，并产生了一个逻辑链，导致在固态和分子的不动性在相变过程中的崩溃。研究结果表明，需要改变教学方法，以更好地支持学习者发展心理模型，反映了预期的目标知识。
The results presented here derive from a longitudinal study of Swedish upper secondary science students' (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data were collected using semi-structured interviews based around the students' own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr's model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.