POWRE: Investigating Students' Models and Model-Based Reasoning in Plate Tectonics

9806141 Gobert本研究考察了学生在板块构造领域的学习情况，作为中学遇到的一个困难的、因果关系复杂的领域的一个领域代表。在一项试点研究中，学生的教学前模型的性质导致了模型类型学的发展，在中学观察到。这些模型的范围从空间不正确的模型到因果复杂的模型，这些模型集成了多种与热相关的机制（即加热核和对流形成）和与运动相关的机制（电流推动板块，板块分开等）。两项实证研究的结果表明，多重推理任务（即基于图的和基于解释的）可以促进模型的构建和修正。本研究的目的是识别每种条件下的模式特定学习过程，即图构和解释构学习条件。这些发现，连同那些从以前的试点数据将用于识别和完善一套地球和促进发展丰富的，综合的心理模型。这种强调模型和建模任务的科学方法认识到需要发展过程技能，例如模型构建，以促进终身学习和科学素养。＊＊＊

9806141 Gobert This research examines student learning in the domain of plate tectonics, as one domain representative of a difficult, causally complex domain encountered in middle school. A pilot study, which addressed the nature of students' pre-instruction models lead to the development of a typology of models, observed in middle school. These range from spatially incorrect models to causally complex models, which integrate multiple heat-related mechanisms (i.e., heated core, and convection currents forming), and movement-related mechanisms (currents pushing on the plates plates moving apart, etc.). The results of two empirical studies suggest that multiple inference tasks (i.e., diagram-based and explanation-based) could be used to promote model construction and revision. The goal of the present research is to identify modality-specific learning processes in each condition, namely, the diagram-construct and explanation-construct learning conditions. The findings, along with those from previous pilot data will be used to identify and refine a set of the earth and promoting the development of rich, integrated mental models. This approach to science, which emphasizes models and modeling tasks, recognizes the need to develop process skills such as model building in order to promote lifelong learning and scientific literacy. ***