Differentiation and Theory Change in Thermal Physics: The Role of Conceptual Models and Metaconceptual Understanding

热物理学的分化和理论变革：概念模型和元概念理解的作用

• 批准号: 8950333
• 负责人: Marianne Wiser
• 金额: $ 62.79万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1990
• 资助国家: 美国
• 起止时间: 1990-03-15 至 1995-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8950333&HistoricalAwards=false
• 关键词: Differentiation; Theory; Change; Thermal; Physics

This research will explore the implications of the "naive theory" view for the teaching of thermal physics. The main questions to be addressed concern how to promote theory change. The investigator will focus on three factors: (1) making the textbook theory intelligible in spite of students' misconceptions; (2) providing students with metaconceptual understanding of the nature of scientific knowledge; and (3) designing the curriculum taking into account the process of differentiation itself. Given that the differentiation appears to proceed in specific stages the curricular sequence should be chosen to optimize the transition from one stage to the next. Two classroom studies (Studies 1 and 4) explore the use of multiple computer-implemented, interactive, visual models in making the textbook theory accessible to ninth graders by comparing a model-based curriculum to a more standard one based on the laws from experimental and problem-solving applying the newly learned laws. Study 4 also examines the effect of metaconceptual knowledge on the reconceptualization at the content level. Two studies (Studies 2 and 3) explore the process of differentiation induced by a computer model in individual students over a one-month period. The project will develop prototype teaching materials (software, curriculum and a teacher guide) based on these models.

本研究将探讨“幼稚理论”观点的意涵 用于热物理教学。 如何推进理论变革是当前需要解决的主要问题。 研究者将重点关注三个因素：（1）教材的制作 尽管学生有误解，但理论是可以理解的;（2）提供 学生对科学本质的元概念理解 （3）设计课程时考虑到 分化过程本身。 由于差异化 似乎在特定阶段进行，课程顺序应该是 以优化从一个阶段到下一个阶段的过渡。 两个课堂研究（研究1和4）探讨了使用多重 计算机实现的，交互式的，可视化的模型， 通过比较基于模型的课程， 一个更标准的一个基础上的法律，从实验和 运用新学到的法则解决问题。 研究4还考察了 元概念知识对概念重构的影响 内容层次。 两项研究（研究2和3）探讨了 分化诱导的计算机模型在个别学生超过 一个月的时间。 该项目将开发原型教学 材料（软件，课程和教师指南）基于这些 模型