ConnectedScience: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach
ConnectedScience: Learning Biology through Constructing and Testing Computational Theories -- an Embodied Modeling Approach
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互联科学：通过构建和测试计算理论来学习生物学——一种体现建模方法
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
K. Reisman
中科院分区：
文献类型：
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作者：
U. Wilensky;K. Reisman
在学校环境中，典型的教学强调记忆分类图式和既定的理论。在中学，分类的形式可能是学习身体骨骼的名称，不同植物叶子的名称和形状，或者动物王国的门。在高中和早期的本科学习中，内容扩大到包括看不见的现象，如细胞的部分或原生动物的类型，但记忆分类的过程基本上是相同的。即使在理论尚未建立的情况下，例如恐龙灭绝，替代理论也会作为相互竞争的故事来记忆。即使学生在实验室工作中接触到研究技术，重点也是遵循规定的程序，而不是从程序中收集的证据中推理。
In school settings, typical instruction emphasizes the memorization of classification schemas and established theories. In middle school, classification may take the form of learning the names of the bones of the body, the names and shapes of different plant leaves or the phyla in the animal kingdom. In high school and early undergraduate studies, the content broadens to include unseen phenomena such as parts of the cell or types of protozoa, but the processes of memorizing classifications remains essentially the same. Even in cases where the theories are not yet established, such as the extinction of the dinosaurs, the alternative theories are presented as competing stories to be memorized. And even when students are exposed to research techniques in laboratory work, the emphasis is on following a prescribed procedure rather than reasoning from the evidence gathered in the procedure.