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CAREER: How Many Intuitive Physics Systems are There, and What Do They Mean for Physics Education

职业：有多少直观的物理系统，它们对物理教育意味着什么

基本信息

批准号：
2238912
负责人：
Joshua Hartshorne
金额：
$ 156.27万
依托单位：
Boston College
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2023
资助国家：
美国
起止时间：
2023-03-01 至 2028-02-29
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2238912&HistoricalAwards=false
关键词：
CAREER How Many Intuitive Physics

项目摘要

Basic research into understanding how children learn physics concepts has been pursued relatively independently in several different disciplines (cognitive psychology, developmental science, and physics education research), each of which has come to very different conclusions. One research literature suggests that people's pre-educational intuitions about mechanical physics are largely veridical, another literature suggests that these intuitions are largely incorrect, and yet another suggests that they are incorrect in infancy but become veridical even before significant physics education. These seemingly contradictory findings complicate the development of educational interventions, since interventions suggested by one line of research are contraindicated by others. The overarching goal of this project is to start synthesizing and reconciling these different lines of work. The project is inherently interdisciplinary and will depend on new and emerging methods for robust and reproducible research such as automated online testing, citizen science, and advanced analytics. Such tools are increasingly important in human research but relatively little training in them for students is available. Thus, the educational component of this CAREER project will focus on enhancing such training and includes updating an innovative, interactive textbook on computational modeling and analysis, developing and running an intensive summer training program for citizen science; and providing undergraduates with direct, hands-on education. The project is funded as a CAREER award by the EDU Core Research (ECR) program, which supports work that advances the fundamental research literatures on STEM learning, broadening participation, and workforce development. Multiple research literatures have engaged questions about the nature of intuitive understandings of mechanical physics, but they have often supported discrepant conclusions, thereby making ambiguous what their implications are for the characterization of fundamental cognitive architecture as well as for the design of educational interventions. Moreover, because these conclusions arise from different disciplinary communities studying different populations using different methods, it is not clear whether these discrepancies reflect real differences in how people think about different physical processes in different situations or whether they are simply artifactual. Objective 1 of this project will apply the tools of psychophysics in order to test the reliability of a range of tasks developed in these literatures in an attempt to determine whether differential performance (if any) suggests multiple underlying cognitive systems. Objective 2 will use the tools of developmental psychology to study age-related differences in children on tasks adapted from the range of literatures to see whether the developmental patterns observed by developmental scientists are specific to their methods. Objective 3 will investigate whether the measures developed in these disciplines differentially predict student success in introductory university physics. Thus, the three objectives will systematically assess and compare the stimuli, tasks, and research methods common to the currently-disjoint literatures, allowing for direct comparison and synthesis, with subjects ranging in age from 6 months to adults. All three objectives will involve unusually large and diverse samples --- often by utilizing automated online testing and citizen science -- and advanced analytics. By attempting to reconcile these relatively disjoint literatures, the project will have the potential to contribute to the development of educational interventions in physics at a variety of ages.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

理解儿童如何学习物理概念的基础研究在几个不同的学科（认知心理学，发展科学和物理教育研究）中相对独立地进行，每个学科都得出了非常不同的结论。一个研究文献表明，人们对机械物理学的学前直觉在很大程度上是真实的，另一个文献表明，这些直觉在很大程度上是不正确的，还有一个文献表明，它们在婴儿期是不正确的，但甚至在重要的物理教育之前就变得真实了。这些看似矛盾的研究结果使教育干预措施的发展复杂化，因为一种研究建议的干预措施被其他研究禁止。该项目的总体目标是开始综合和协调这些不同的工作线。该项目本质上是跨学科的，将依赖于新的和新兴的方法进行强大的和可重复的研究，如自动化在线测试，公民科学和先进的分析。这些工具在人类研究中越来越重要，但对学生的培训相对较少。因此，这个职业项目的教育部分将侧重于加强这种培训，包括更新一个创新的，互动的教科书计算建模和分析，开发和运行一个密集的暑期培训计划，为公民科学;并提供直接的，动手教育的本科生。该项目由EDU核心研究（ECR）计划资助，该计划支持推进STEM学习，扩大参与和劳动力发展的基础研究文献的工作。多个研究文献都涉及机械物理的直观理解的性质的问题，但他们往往支持不一致的结论，从而使模糊的基本认知架构的表征，以及教育干预措施的设计，他们的影响是什么。此外，由于这些结论来自不同的学科群体，使用不同的方法研究不同的人群，因此不清楚这些差异是否反映了人们在不同情况下如何看待不同物理过程的真实的差异，或者它们是否只是人为的。本项目的目标1将应用心理物理学的工具，以测试在这些文献中开发的一系列任务的可靠性，试图确定是否差异性能（如果有的话）表明多个潜在的认知系统。目标2将使用发展心理学的工具来研究儿童在从一系列文献改编的任务上的年龄相关差异，以了解发展科学家观察到的发展模式是否与他们的方法有关。目标3将调查是否在这些学科发展的措施差异预测学生在大学物理入门的成功。因此，这三个目标将系统地评估和比较刺激，任务和研究方法共同的目前不相交的文献，允许直接比较和综合，从6个月到成人的年龄范围内的科目。所有这三个目标都将涉及异常庞大和多样化的样本--通常是通过利用自动化在线测试和公民科学--以及先进的分析。通过试图调和这些相对不相交的文献，该项目将有可能有助于在不同年龄的物理学教育干预的发展。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。