Active Construction and Application of Conceptual Models

概念模型的主动构建与应用

• 批准号: 9156058
• 负责人: Alan Van Heuvelen
• 金额: $ 15万
• 依托单位: New Mexico State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-06-01 至 1993-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9156058&HistoricalAwards=false
• 关键词: Active; Construction; Application; Conceptual; Models

Research during the last two decades has shown that conventional physics instruction fails to alter student alternative conceptions (misconceptions), to improve their problem-solving expertise, and to help students form a coherent knowledge structure that can be effectively accessed when needed. Recent experiments in physics education show that we can do much better. In these experiments, students are active participants in constructing their own knowledge and in developing expert-like strategies to solve standard and complex problems. In this project, two new sets of active learning aides are being constructed and evaluated, including a set of Concept Construction Experiments and a set of Experiment Problems. These activities are being used in lecture, recitation, and laboratory instruction in large introductory physics classes for engineers and science majors. The kits are being integrated with previously developed active learning pencil- and-paper activities into a coherent program of physics instruction called OCS (Overview, Case Study) Action Physics. An Active Learning Student Study Guide and Laboratory Manual are being prepared to supplement a conventional textbook. A coordinated effort is being made to help students construct their own conceptual models, to develop the individual skills needed to use those models to solve complex problems, and to help students organize this knowledge (conceptual and procedural) into a coherent structure that can be accessed effectively. Previous and current work have shown considerable promise for this method of instruction.

过去二十年的研究表明， 传统的物理教学无法改变学生 替代概念（误解），以改善他们的 解决问题的专业知识，并帮助学生形成连贯的 知识结构，可以有效地访问时， needed.最近的物理教育实验表明，我们 可以做得更好 在这些实验中，学生们很活跃 参与者构建自己的知识， 制定专家般的策略来解决标准和复杂的 问题 在这个项目中，两套新的主动学习助手， 正在建设和评估，包括一套概念 构造实验和一组实验问题。 这些活动被用于讲课，复习， 大型物理入门课程的实验室指导 为工程师和科学专业的学生。 这些工具包 与以前开发的主动学习铅笔相结合， 将论文活动整合成一个连贯的物理课程 OCS（Overview，Case Study）Action Physics（动作物理） 主动学习学生学习指南和实验室手册 正在准备补充传统的教科书。一 正在协调努力，帮助学生建立 他们自己的概念模型，以发展个人技能， 需要使用这些模型来解决复杂的问题， 帮助学生组织这些知识（概念和 程序性的）整合成一个连贯的结构， 有效地 过去和现在的研究表明， 这种教学方法的承诺。