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

9806141戈伯特这项研究考察了学生在板块构造领域的学习，这是一个代表中学遇到的困难的、原因复杂的领域的领域。一项初步研究探讨了学生的教学前模式的性质，导致了模型类型的发展，这是在中学观察到的。这些模型的范围从空间上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有关的机制(即，加热的核心和形成的对流)，以及与运动有关的机制(推动板块运动的电流等)。两项实证研究的结果表明，多重推理任务(即基于图表和基于解释的推理任务)可以用于促进模型的构建和修正。本研究的目的是在每种条件下识别特定于通道的学习过程，即图示建构和解释建构的学习条件。这些发现以及之前的试点数据将被用来识别和提炼一组地球，并促进丰富、综合的心理模型的发展。这种科学方法强调模型和建模任务，认识到需要发展过程技能，如建立模型，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. ***