Examining inconsistencies in student reasoning approaches
Examining inconsistencies in student reasoning approaches
复制标题
检查学生推理方法中的不一致之处
DOI：
10.1063/1.4789693
复制
发表时间：
2013
影响因子：
0.9
通讯作者：
M. R. Stetzer
中科院分区：
文献类型：
--
作者：
Mila Kryjevskaia;M. R. Stetzer
以学生为中心的教学可以在物理学习中获得巨大的收益。然而，即使经过有针对性的指导，许多学生仍然难以系统地分析不熟悉的情况。我们一直在确定问题的顺序，以便深入检查学生推理方法中的不一致性。在这些序列中，许多学生表现出他们有能力进行所需的推理，但他们无法应用这种推理来得出正确的答案。在某些情况下，学生倾向于“放弃”合适的形式推理，而倾向于（也许）在当时更直观地吸引人的推理。在其他情况下，错误的学生推理方法可以归因于问题的特定特征的相对显著性。我们目前的结果从一个序列揭示不一致的学生推理在电容器的背景下。这个顺序是在导论课程中进行的，其中导论物理的教程是作为互动讲座实施的。以学生为中心的教学可以在物理学习中获得巨大的收益。然而，即使经过有针对性的指导，许多学生仍然难以系统地分析不熟悉的情况。我们一直在确定问题的顺序，以便深入检查学生推理方法中的不一致性。在这些序列中，许多学生表现出他们有能力进行所需的推理，但他们无法应用这种推理来得出正确的答案。在某些情况下，学生倾向于“放弃”合适的形式推理，而倾向于（也许）在当时更直观地吸引人的推理。在其他情况下，错误的学生推理方法可以归因于问题的特定特征的相对显著性。我们目前的结果从一个序列揭示不一致的学生推理在电容器的背景下。这个顺序是在介绍性课程中进行的，其中介绍性物理教程……
Student-centered instruction can lead to strong gains in physics learning. However, even after targeted instruction, many students still struggle to systematically analyze unfamiliar situations. We have been identifying sequences of questions that allow for an in-depth examination of inconsistencies in student reasoning approaches. On these sequences, many students demonstrate that they possess the abilities to perform the required reasoning, yet they fail to apply this reasoning to arrive at a correct answer. In certain contexts, students tend to “abandon” suitable formal reasoning in favor of reasoning that was (perhaps) more intuitively appealing at that moment. In other cases, erroneous student reasoning approaches can be attributed to the relative salience of specific features of the problem. We present results from one sequence revealing inconsistencies in student reasoning in the context of capacitors. This sequence was administered in an introductory course in which Tutorials in Introductory Physics were implemented as interactive lectures.Student-centered instruction can lead to strong gains in physics learning. However, even after targeted instruction, many students still struggle to systematically analyze unfamiliar situations. We have been identifying sequences of questions that allow for an in-depth examination of inconsistencies in student reasoning approaches. On these sequences, many students demonstrate that they possess the abilities to perform the required reasoning, yet they fail to apply this reasoning to arrive at a correct answer. In certain contexts, students tend to “abandon” suitable formal reasoning in favor of reasoning that was (perhaps) more intuitively appealing at that moment. In other cases, erroneous student reasoning approaches can be attributed to the relative salience of specific features of the problem. We present results from one sequence revealing inconsistencies in student reasoning in the context of capacitors. This sequence was administered in an introductory course in which Tutorials in Introductory Physi...