EPISTEMOLOGICAL BELIEFS IN INTRODUCTORY PHYSICS
EPISTEMOLOGICAL BELIEFS IN INTRODUCTORY PHYSICS
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DOI：
10.1207/s1532690xci1202_4
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发表时间：
1994-01-01
影响因子：
3.3
通讯作者：
HAMMER, D
中科院分区：
文献类型：
--
作者：
HAMMER, D
学生对某一领域的知识和学习的信念可能会对他们如何接近材料和学习内容产生重大影响。本文介绍了一个研究的背景下，介绍物理课程的认识论信念。我采访了6名学生，每个人在一个学期内都见了几次面。面试涉及与课程密切相关的各种对话和任务。通过制定和使用分析框架，可以确定受试者的信念。该框架包括三个方面：1。 认为物理知识的结构是（a）一个孤立的部分的集合（B）一个单一的连贯系统。2. 对物理知识内容的信念是（a）公式或（B）公式背后的概念。3. 关于学习物理的信念，无论是指（a）接收信息还是（B），都涉及一个重建理解的积极过程。这些表征满足了明显参与受试者在课程中的工作以及在整个访谈任务和物理内容中的一致性标准。 这是可能的，在个别案例研究中构建这样的表征支持的有效性，认识论的信念作为一个理论的角度来理解学生的推理。
Students' beliefs about knowledge and learning in a domain may have a significant effect on how they approach the material and on what they learn. This article describes a study of such epistemological beliefs in the context of an introductory physics course. I interviewed 6 students, meeting several times with each over one semester. The interviews involved a variety of conversations and tasks closely tied to the course. Through the development and use of an analytic framework, it was possible to characterize subjects' beliefs. The framework consisted of three dimensions: 1. Beliefs about the structure of physics knowledge as (a) a collection of isolated pieces of (b) a single coherent system. 2. Beliefs about the content of physics knowledge as (a) formulas or (b) concepts that underlie the formulas. 3. Beliefs about learning physics, whether it means (a) receiving information or (b) involves an active process of reconstructing one's understanding.The characterizations satisfied criteria of evident involvement in the subjects' work in the course and of consistency, across interviewing tasks as well as across physics content. That it was possible to construct such characterizations in individual case studies supports the validity of epistemological beliefs as a theoretical perspective by which to understand student reasoning.