Model-Revising Problem Solving in Evolutionary Biology

9554193斯图尔特解释模型的发展和修订以及理论和数据的表达都代表了科学问题的解决。我们的研究解决了问题的解决，并将以前的遗传学问题解决研究扩展到进化生物学，包括对问题解决启发式转移的研究。研究问题包括：1。学生运用什么概念性和启发式知识来解决遗传学中的问题（使用和修改解释性模型）？2. 那些接受过明确的一般问题解决启发式教学的学生是否会运用这些启发式来解决进化论中的问题？解决这些问题的数据将包括：学生解决问题时的录音记录；教师在解决问题时与学生的互动；在课堂会议上，学生们为自己的问题解决方案辩护。在数据分析过程中，学生的概念知识、问题解决的启发式、两者之间的相互作用以及在解决一组问题的过程中每种知识的变化将被识别出来。这项研究意义重大，因为它将把解决问题的研究扩展到不高度公理化的科学领域；对解决问题的理论和教学发展有贡献，其中模型修正是重要的：并展示如何将进化生物学作为一门解决问题的科学来教授。

9554193 Stewart The development and revision of explanatory models and the articulation of theory and data each represents scientific problem solving. Our research addresses problem solving so conceived and extends previous genetics problem-solving research to evolutionary biology, including a study of the transfer of problem-solving heuristics. Research questions include: 1. What conceptual and heuristic knowledge do students employ to solve problems (use and revise explanatory models) in genetics? 2. Do students who have received instruction that makes explicit general problem-solving heuristics employ those heuristics to solve problems in evolution? Data to address these questions will include transcripts of audio tapes of: students as they solve problems: Teacher interactions with students during problem solving; classroom conferences in which students defend their problem solutions. Student's conceptual knowledge, problem-solving heuristics, interactions between the two, an changes in each during the development of the solution to a set of problems will be identified during the data analysis. The research is significant as it will extend problem-solving research to areas of science that are not highly axiomatized; contribute to theories of problem solving and to instructional development in which model revising is important: and demonstrate how evolutionary biology can be taught as a problem solving science.