Addressing Student Conceptions of Plate Tectonics Using Physical Models

使用物理模型解决学生对板块构造的概念

• 批准号: 0506518
• 负责人: David Steer
• 金额: $ 16.77万
• 依托单位: University of Akron
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-08-01 至 2008-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0506518&HistoricalAwards=false
• 关键词: Addressing; Student; Conceptions; Plate; Tectonics

Addressing Student Conceptions of Plate Tectonics Using Physical ModelsPlate tectonics is a guiding paradigm taught in nearly every college-level introductory geology course in the nation. It is important for students to understand plate tectonics because 1) it influences how non-science majors view processes that shape the world in which they live; and 2) it lays the foundation for geology majors to continue their study of the Earth. Pictorial models from textbooks are generally used to teach plate tectonics because the processes embodied therein are largely abstract and cannot be directly observed in their entirety. Yet, constructivists argue that models should be built rather than described. This project addresses two issues that arise when teaching plate tectonics: 1) students do not have experience building or understanding models; and 2) students bring naive preconceptions to the classroom that interfere with their science learning. In this project, student preconceptions related to the Earth are systematically addressed as students work in groups to create physical models that simulate various aspects of Earth structure, seafloor spreading, plate-boundary interactions, earthquakes, and magma viscosity. As students compare, contrast, and revise their simple physical models, they are being be taught how to create advanced mental models of the processes involved in plate tectonics. This approach has been used to address science preconceptions that hinder learning of chemistry, physics and biology. It is being studied here to see if physical model building facilitates learning of the content, relationships, and processes of plate tectonics. This project is also determining the extent to which physical model building overcomes preconceptions and promotes development of appropriate advanced mental models in students. The learning process is being evaluated formatively (during model building) and summatively (after model building) using concept map development, responses to conceptual questions, interviews, and through student self-assessment and reflections on their model building activities. These evaluations are expected to expand the database of known preconceptions that hinder learning of plate tectonics, to determine the efficacy of having students construct physical models in large classroom settings, and to document those modeling activities that facilitate learning of plate tectonics.

使用物理模型解决学生对板块构造的概念板块构造是美国几乎每一门大学级入门地质学课程中教授的指导范例。对学生来说，了解板块构造很重要，因为1)它影响着非理科专业的学生如何看待塑造他们生活的世界的过程；2)它为地质学专业的学生继续研究地球奠定了基础。教科书中的图画模型通常被用来教授板块构造，因为其中包含的过程在很大程度上是抽象的，不能直接整体观察。然而，建构主义者认为，应该建立模型，而不是描述模型。这个项目解决了在教授板块构造时出现的两个问题：1)学生没有建立或理解模型的经验；2)学生把天真的先入为主的概念带到课堂上，干扰了他们的科学学习。在这个项目中，学生们系统地讨论了与地球有关的先入为主的概念，因为学生们分组工作，创建物理模型，模拟地球结构、海底扩展、板块-边界相互作用、地震和岩浆粘度的各个方面。当学生们比较、对比和修改他们的简单物理模型时，他们被教导如何创建涉及板块构造过程的高级心理模型。这种方法已经被用来解决阻碍化学、物理和生物学习的科学偏见。这里正在研究它，看看物理模型的建立是否有助于学习板块构造的内容、关系和过程。该项目还确定了物理模型建立在多大程度上克服了先入为主的观念，并促进了学生适当的高级心理模型的发展。使用概念图开发、对概念性问题的回答、访谈以及通过学生自我评估和对其模型构建活动的反思，对学习过程进行形成性评估(在模型构建期间)和总结性评估(在模型构建之后)。这些评价预计将扩大阻碍学习板块构造的已知先入为主概念的数据库，确定让学生在大型课堂环境中构建物理模型的效果，并记录那些有助于学习板块构造的建模活动。