The Conceptual Learning and Interpersonal Behavior of Individuals Learning Mechanics in Small Groups

小团体中个体学习机制的概念学习和人际行为

• 批准号: 9903309
• 负责人: Ronald Thornton
• 金额: $ 43.25万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-07-01 至 2003-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9903309&HistoricalAwards=false
• 关键词: Conceptual; Learning; Interpersonal; Behavior; Individuals

Do students who learn concepts act and interact differently from those who don't? To answer this question we, the Center for Science and Mathematics Teaching at Tufts University, wish to identify student behavior, personal and interpersonal, associated with conceptual learning and also those behaviors associated with little or no conceptual learning. To this end we have videotaped an entire semester of students working in groups of three learning mechanics in a university introductory physics laboratory. The students' conceptual learning was measured independently of their performance in the course using the reliable Force and Motion Conceptual Evaluation (FMCE), developed by the Center with NSF support. The students were following a guided-discovery curriculum (RealTime Physics Mechanics) intended to help them learn force and motion concepts and were exploring the behavior of the physical world using real-time data logging (MBL) hardware and software (LoggerPro) to display the results of experiments. More than 80% of students learn fundamental concepts in this environment (as opposed to only 7-20% in traditional environments). Students were also exposed to traditional physics instruction in the lecture part of the course.Analysis of video tapes of students engaged in this process throughout a semester will be used to determine why most students learn effectively while some do not. The interactions of individual students to be studied include these: (1) with the MBL environment; (2) with the group members; and (3) with the instructors. The study of student behavior will be carried out over the entire semester and will use the methodology developed at the Center called Concept Talk analysis as well as standard methods of discourse analysis developed in the fields of socio-linguistics and cognitive psychology. To improve our analysis, we will incorporate knowlege from other disciplines by collaborating with Jim Gee and his associates in the Education Department of the University of Wisconsin.We expect the understandings we gain to apply to conceptual learning in general and not to be limited to learning in physics. But to the extent that this project is successful in developing guidelines for identifying students early on who learn less well, we will also seek clues to formulate appropriate specific learning interventions for them.For more information: //http.ase.tufts.edu/csmt/

学习概念的学生与不学习概念的学生的行为和互动是否不同？ 为了回答这个问题，我们塔夫茨大学科学与数学教学中心希望确定与概念学习相关的学生行为，个人行为和人际行为，以及与很少或没有概念学习相关的行为。 为此，我们对学生在大学入门物理实验室中三人一组学习力学的整个学期进行了录像。 学生的概念学习独立于他们在课程中的表现，使用可靠的力和运动概念评估（FMCE），由该中心与NSF的支持开发。学生们遵循引导发现课程（实时物理力学），旨在帮助他们学习力和运动概念，并使用实时数据记录（MBL）硬件和软件（LoggerPro）来显示实验结果，探索物理世界的行为。超过80%的学生在这种环境中学习基本概念（而在传统环境中只有7-20%）。 学生们还在课程的讲座部分接触到传统的物理教学。分析学生在整个学期中参与这一过程的录像带将被用来确定为什么大多数学生学习有效，而有些人却没有。 学生个体的互动包括：（1）与MBL环境的互动;（2）与小组成员的互动;（3）与教师的互动。 学生行为的研究将在整个学期进行，并将使用在中心开发的方法称为概念谈话分析以及在社会语言学和认知心理学领域开发的话语分析的标准方法。 为了改进我们的分析，我们将通过与威斯康星州大学教育系的吉姆·吉（Jim Gee）及其同事合作，将其他学科的知识纳入其中，我们希望我们获得的理解适用于一般的概念学习，而不仅仅局限于物理学习。 但是，在这个项目成功地制定了早期识别学习不好的学生的指导方针的范围内，我们也将寻找线索，为他们制定适当的具体学习干预措施。//http.ase.tufts.edu/csmt/