Linking Conceptual Understanding and Problem-Solving Skills in Physics

将物理中的概念理解和解决问题的技能联系起来

• 批准号: 8954733
• 负责人: C.Franklin Boyle
• 金额: $ 21.29万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-09-01 至 1993-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8954733&HistoricalAwards=false
• 关键词: Linking; Conceptual; Understanding; Problem; Solving

This collaborative project will investigate the relationship between conceptual understanding and problem-solving behavior in physics. The investigators will construct computational models of expert and naive- student problem-solving skills (utilizing existing intelligent tutoring system technology) and naive-student conceptions by analyzing protocol data collected from students solving mechanics problems involving force and motion and from individual student interviews about fundamental physical concepts like force. They will then build a mapping between students' naive conceptions and the problem-solving skills which they would acquire by applying those conceptions in various problem contexts. The skill and concept models, and the mapping, will be used to build an automated system capable of conceptual diagnosis of problem-solving behavior. This system will be used to construct individual student models of skills and concepts. The mapping will be validated by comparing the system's conceptual diagnoses with results from accepted diagnostic tests and student interviews. Several outcomes of this research will be: a demonstration of the impact of naive conceptions on physics problem-solving; a test of the validity of using problem-solving behavior to identify naive physical concepts; and an enhancement of existing frameworks of naive conceptions of force and motion. The results would be applicable to other domains of physics. Furthermore, the diagnostic technology would serve as a means of collecting data that is often difficult or impractical (in most classroom situations) to acquire. As a classroom tool for teachers, the system would help demonstrate the need for physics instruction to address students' naive concepts. Finally, the system could serve as the diagnostic core of an intelligent tutoring system that would diagnose and tutor on students' conceptual problems in physics.

这个合作项目将调查 物理学中的概念理解和问题解决行为。 的 研究人员将构建专家和天真的计算模型， 学生解决问题的能力（利用现有的智能辅导 系统技术）和幼稚的学生概念通过分析协议 从学生解决力学问题中收集的数据 和议案，并从个别学生采访有关的基本 像力这样的物理概念。 然后，他们将在 学生的幼稚概念和解决问题的技巧， 将这些概念应用于各种问题情境中。 技能和概念模型以及映射将用于构建 能够对问题解决进行概念诊断的自动化系统 行为 该系统将用于构建单个学生 技能和概念的模型。 将通过以下方式验证映射 将系统的概念诊断与公认的 诊断测试和学生面试。 这项研究的几个成果将是： 朴素概念对物理问题解决的影响 用问题解决行为识别幼稚物理的效度 概念;以及增强现有的朴素概念框架 力和运动的结合 研究结果对其他领域也有一定的借鉴意义 物理学。 此外，诊断技术将作为 收集数据的手段，往往是困难或不切实际的（在大多数 课堂环境）来获取。 作为教师的课堂工具， 系统将有助于证明物理教学的必要性， 解决学生的幼稚观念。 最后，该系统可以作为 智能辅导系统的诊断核心， 对学生物理概念问题进行诊断和辅导。