Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction
复制标题
学习者对概念转变要求的反应：科学教学有效性质的考虑
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Michael P. Clough
中科院分区：
文献类型：
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作者：
Michael P. Clough
关于科学教学的有效性必须具有明显的明确性和反思性，已经写了很多。然而，虽然明确提请学生注意NOS问题是至关重要的，学习和教学NOS基本上是概念转变的问题。在这篇文章中，人们如何学习和学习者对概念变化的需求的反应被用来解释学生如何可能退出教学与基本NOS的误解保持不变或只有轻微的改变，尽管被明确和反思出席更准确的想法。这篇概念论文的目的是在学习的理论框架内设置，并带来一些连贯性，这已经迅速成为一个关于有效NOS教学的大量实证研究。针对这两个目的，本文：（1）阐述了概念变化框架如何用于解释学习者对NOS教学的反应，以及教师如何促进对NOS的理解并将其转移到新的语境中;（2）表征了沿着一个连续体的普遍倡导的NOS教学方法，该连续体的标志是与科学的运作越来越多的联系，和能力下降，驳回NOS教训无关的真正的科学;（3）提出，NOS教学可能会更有效，如果教师故意脚手架课堂经验和学生的发展NOS理解来回沿着连续体。
Much has been written about how effective nature of science instruction must have a significant explicit and reflective character. However, while explicitly drawing students’ attention to NOS issues is crucial, learning and teaching the NOS are essentially matters of conceptual change. In this article, how people learn and learners’ responses to the demands of conceptual change are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change framework can be used to account for learners’ responses to NOS instruction and what teachers might do to promote understanding NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded classroom experiences and students’ developing NOS understanding back and forth along the continuum.