Develop a Better Way to Practice to Enhance Students’ Experience in Learning Dynamics
Develop a Better Way to Practice to Enhance Students’ Experience in Learning Dynamics
复制标题
开发更好的实践方法，增强学生的学习动力体验
DOI：
10.18260/p.23821
复制
发表时间：
2015
影响因子：
2.6
通讯作者：
Haiyan Bai
中科院分区：
文献类型：
--
作者：
Yan Tang;Haiyan Bai
本文将讨论如何在本科动力学课程中设计适当的实践活动，以增加学生的学习经验，提高学生解决问题的能力。解决动力学问题涉及许多知识和技能，如问题表述、应用动力学概念、寻找数值解等。学生们经常发现学习动力学很难，因为学习这些概念和解决问题对他们有限的工作记忆产生了极高的认知负荷。如果学习活动的设计没有整合工作记忆和长期记忆的特点，或者两者之间错综复杂的关系，学生就无法有效地利用工作记忆，并在长期记忆中逐渐积累知识和技能，从而实现真正的学习。因此，我们需要修改学习材料，设计与学生认知水平相匹配的实践活动。这种教学理念在认知负荷理论中得到了很好的解释。另一方面，心理学研究人员对精英表现者的特征进行了大量的研究和理论发展。研究发现，刻意练习（DP）在专家表现的形成中起着重要作用，因为它导致了心理表征、预期技能和运动动作控制等中介机制的完善和维护。基于CLT和刻意练习的原则，我们分离出问题解决技能的要素，开发重复和连续的精细练习来提高每个要素，并安排活动的顺序，以实现更顺利地过渡到更复杂的学习任务。我们将分享在动力学教学中运用刻意练习的细节。态度评估和客观评估将被用来证明这一教学实践的有效性。本研究将采用广泛采用的动态概念量表（DCI） 1.0版本作为客观评估工具。
In this paper we will share how we design appropriate practice activities in the undergraduate dynamics course to enhance students’ learning experience and improve their problem solving skills. Solving dynamics problems involves numerous knowledge and skills such as problem formulation, applying concepts of dynamics, and finding numerical solutions etc. Students often find it difficult in learning dynamics because learning these concepts and solving problems have produced exceedingly high cognitive loads for their limited working memory. If learning activities were not designed to integrate characteristics of working memory, long-term memory, or the intricate relations between them, students won’t be able to achieve truly learning via effectively using their working memory and gradually accumulating knowledge and skills in long-term memory. Therefore, we need to modify learning materials and design practice activities to match students’ cognitive level. This teaching philosophy has been well explained in Cognitive Load Theory (CLT). On the other hand, researchers in psychology have done extensive work and theoretical development regarding elite performers’ characteristics. It has been discovered that deliberate practice (DP) plays an important role in shaping expert performance because it leads to refinement and maintenance of the mediating mechanisms such as mental representation, anticipation skills, and control of motor actions etc. Based on CLT and principles of deliberate practice, we isolate elements of problem solving skills, develop repetitive and successive refined exercises to improve each of the elements, and schedule the sequence of activities to achieve smoother transitions to more complex learning tasks. We will share details of applying deliberate practice in teaching dynamics. Both attitudinal and objective assessment will be used to demonstrate the effectiveness of this teaching practice. The widely adopted Dynamic Concept Inventory (DCI) Version 1.0 will be used in our study as the objective assessment tool.
DOI：
--
发表时间：
1977
期刊：
--
影响因子：
--
作者：
W. Schneider;R. Shiffrin
通讯作者：
W. Schneider;R. Shiffrin