An investigation of misconception or naive theory within college students and molding process

大学生误解或幼稚理论及其塑造过程的调查

• 批准号: 14510162
• 负责人: ARAI Tatsuya
• 金额: $ 2.3万
• 依托单位: Sendai College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2003
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-14510162/
• 关键词: misconception; lay theory; ru-bar; concept bug; preservation; science education; 保存過大

Investigation was done about the lay theory or misconception (6 areas; animal concept, concepts of plant, preservation of weight on moving objects, preservation of density, preservation of speed and area difference between rectangle with parallelogram those are equal on surrounding length) those had been shown within schoolchildren in past research. About 700 university students was asked. Results showed that more number of students could give right answer than pupil of elementary school on a few questions. The ratio of correct answer of students was no difference from that of schoolchildren in many areas. The former areas or questions were 1) preservation of weight in changing position of weight objects,2)preservation of density,3)preservation of speed. The latter areas were almost all except for above areas or questions. Animal concept which students had is under-generalized from biologically correct one. And many students thought that it needs soil and manure for the germination. They thought that moving objects varied weight in speed. They couldn't predict ups or downs of an object in liquid. They confused width of area on rectangle and parallelogram those are equal on surrounding length. Even the consistent thought to answer couldn't be seen about the role of flowers or seeds in plants. We will reach the conclusion from generalizing these result. That is, it is hardly left of students that learning experience which made school education after the elementary school. And that it is shown that it isn't making use of it at all to the university student

对过去研究中在小学生中出现的“层理论”或“误解”（6个方面：动物概念、植物概念、移动物体的重量保持、密度保持、速度保持和矩形与矩形之间的面积差）进行了调查。大约700名大学生被问到。结果表明，在少数问题上，学生能正确回答的人数多于小学生。学生的正确回答率在许多地区与小学生没有差异。前几个方面或问题是：（1）重量物体位置变化时的重量保持;（2）密度保持;（3）速度保持。后者几乎是除了上述领域或问题之外的所有领域。学生的动物概念与生物学上正确的动物概念不一致。许多学生认为它需要土壤和肥料来发芽。他们认为移动的物体重量和速度是不同的。他们无法预测液体中物体的唐斯。他们混淆了矩形的宽度和矩形周围长度相等的区域。即使是一贯的思想回答不能看到关于花或种子在植物中的作用。将这些结果加以推广，我们将得出结论。也就是说，学生在小学以后几乎没有留下构成学校教育的学习经验。结果表明，大学生根本没有利用它，