SGER: Conceptual Development About Forces & Motion In Elementary/Middle School Students

SGER：关于力量的概念发展

• 批准号: 9154015
• 负责人: Dewey Dykstra
• 金额: $ 4.99万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1991
• 资助国家: 美国
• 起止时间: 1991-08-01 至 1993-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9154015&HistoricalAwards=false
• 关键词: SGER; Conceptual; Development; About; Forces

Coming to a differentiated view of motion seems to be one of the important prerequisites for coming to a Newtonian view of forces. In this project we will attempt to induce change in student conceptions of motion and forces. The microcomputer-based laboratory (MBL) approach has been shown to accomplish this for high school and college students. We intend to find out to what extent the same will be true for students in the fourth, sixth, and eighth grades. These students will use MBL equipment in a series of collaborative lessons which are designed to induce cognitive disequilibration and then to facilitate student efforts in making sense of the surprises they uncover in the laboratory activities. We will be looking for evidence of change in their descriptions of motion and for evidence that they can be disequilibrated over the contradiction between their beliefs about causes of motion and how forces are seen to influence to the motion of real objects. To the extent that such evidence is found in students at a particular grade level, a case can be made for an attempt to induce change to a more Newtonian view of forces at that grade level. The project is significant also in that it involves action research. A classroom teacher will be a co-investigator in the research. The findings of the project will: 1. have strong implications for curriculum design and our notions about factors which determine student conceptual learning and 2. provide valuable insights into the practical aspects of inducing conceptual change in the classroom.

得出一种不同的运动观点似乎是得出牛顿力观点的重要前提之一。在这个项目中，我们将尝试诱导学生改变对运动和力的概念。基于微机的实验室（MBL）方法已经被证明可以为高中生和大学生实现这一目标。我们打算找出在多大程度上同样适用于四年级、六年级和八年级的学生。这些学生将在一系列的合作课程中使用MBL设备，这些课程旨在诱导认知失衡，然后促进学生努力理解他们在实验室活动中发现的惊喜。我们将在他们对运动的描述中寻找变化的证据，以及他们对运动原因的信念与如何看待力对真实物体运动的影响之间的矛盾可能会使他们失去平衡的证据。在某种程度上，这种证据是在特定年级的学生中发现的，可以提出一个案例，试图诱使该年级的学生改变更牛顿的力观。这个项目的意义还在于它涉及行动研究。一名任课教师将参与研究。该项目的研究结果将：1。对课程设计和我们关于决定学生概念性学习的因素的观念有很强的影响。提供有价值的见解，在课堂上诱导概念变化的实际方面。