Model-Revising Problem Solving in Evolutionary Biology

进化生物学中的模型修正问题解决

• 批准号: 9554193
• 负责人: James Stewart
• 金额: $ 24.39万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-09-01 至 2000-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9554193&HistoricalAwards=false
• 关键词: Model; Revising; Problem; Solving; Evolutionary

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.

小行星9554193 解释性模型的发展和修订以及理论和数据的衔接都代表了科学问题的解决。 我们的研究解决问题，因此构思和扩展以前的遗传学解决问题的研究进化生物学，包括研究的转移解决问题的方法。 研究问题包括： 1. 学生运用什么概念性和启发性知识来解决遗传学中的问题（使用和修改解释模型）？ 2. 那些接受了明确的一般问题解决策略的指导的学生，会运用这些策略来解决进化中的问题吗？ 解决这些问题的数据将包括录音带的成绩单：学生解决问题时的录音带;教师在解决问题时与学生的互动;学生为解决问题辩护的课堂会议。 学生的概念知识，解决问题的技巧，两者之间的相互作用，在一组问题的解决方案的发展过程中的每一个变化将在数据分析过程中被确定。 这项研究是重要的，因为它将扩展解决问题的研究领域的科学是不是高度公理化，有助于解决问题的理论和教学发展，其中模型修改是重要的：并演示如何进化生物学可以教作为一个解决问题的科学。