Using qualitative problem‐solving strategies to highlight the role of conceptual knowledge in solving problems
Using qualitative problem‐solving strategies to highlight the role of conceptual knowledge in solving problems
复制标题
使用定性问题解决策略来强调概念知识在解决问题中的作用
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
J. Mestre
中科院分区：
文献类型：
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作者：
W. J. Leonard;R. Dufresne;J. Mestre
我们报告了在一门以微积分为基础的介绍性物理课程的教学中使用定性问题解决策略，作为强调概念知识在解决问题中所起作用的一种手段。我们发现，在讲座和家庭作业解决方案中提出策略为学生提供了一个很好的机会，可以为学生建立基于概念的定性推理模型，这在我们的专业中很有价值，学生生成的策略通过为教师提供对学生概念理解和推理的见解，起到诊断作用。最后，我们发现策略是有效的教学工具，既可以帮助学生识别可以应用于解决特定问题的原则，也可以在课程结束几个月后回忆课程中涵盖的主要原则。
We report on the use of qualitative problem‐solving strategies in teaching an introductory, calculus‐based physics course as a means of highlighting the role played by conceptual knowledge in solving problems. We found that presenting strategies during lectures and in homework solutions provides an excellent opportunity to model for students the type of concept‐based, qualitative reasoning that is valued in our profession, and that student‐generated strategies serve a diagnostic function by providing instructors with insights on students’ conceptual understanding and reasoning. Finally, we found strategies to be effective pedagogical tools for helping students both to identify principles that could be applied to solve specific problems, as well as to recall the major principles covered in the course months after it was over.