Modeling Understanding to Guide Conceptual Change in Learning Physics

该项目将调查现有的例子， 概念上的变化，在物理学的一系列主题， 来辨别不同类型的概念变化， 确定有效诱导的教学策略 他们 其结果将是概念变化的分类 它将概念变化的类型与 促进变革过程的教学策略。 这些战略将根据 调查者的课堂经验和仔细研究 目前在学生概念和概念转变方面的工作， 以及一些概念变化的例子， 力学史 实地工作将收集 通过各种方式了解学生的概念 访谈和诊断方法以及计算- 基于协议的分析，包括使用计算 语言学、术语聚类和知识表示。 这项工作将为建立概念性的 将明确描述特定的 学生概念的要素和组织， 这对观念转变的过程至关重要。 本实用 自然语言处理和其他计算机 信息提取分析与发展 将展示概念表达。 这些 技术将指导概念的构建， 更改分类。 本研究将产生以下几个结果：1）更深入的 理解概念在理解中的作用 物理和解决物理问题，证明了 物理教学的任务是转变观念 系统，而不仅仅是一个传授事实和问题， 解决问题的技巧，2）更详细的分析替代方案 概念和概念变化的性质; 3）a 与战略相关概念变化分类 这似乎引发了特定类型的概念变化， 可以在课堂上指导教师。

This project will investigate existing examples of conceptual change over a range of topics in physics in order to discern different types of conceptual change and to identify instructional strategies effective at inducing them. The result will be a taxonomy of conceptual change which associates types of conceptual change with instructional strategies to facilitate the change process. These strategies will be developed on the basis of the investigators' classroom experience and a careful study of current work in student conceptions and conceptual change, as well as selected examples of conceptual change in the history of mechanics. The field work will gather information about students' conceptions through various interview and diagnostic methods as well as computationally- based protocol analysis, including use of computational linguistics, term clustering and knowledge representation. This work will provide information for building conceptual representations which will explictly depict particular elements and organizations of students' conceptions that are critical to the process of conceptual change. The utility of natural language processing and other computional analyses in extracting information and the development of conceptual representations will be demonstrated. These techniques will guide the construction of the conceptual change taxonomy. This research will have several outcomes: 1) a deeper understanding of the role of conceptions in understanding physics and solving physics problems, demonstrating that the task of physics instruction is one of changing belief systems and not merely one of imparting facts and problem- solving skills, 2) a more detailed analysis of alternative conceptions and the nature of conceptual change and 3) a taxonomy of conceptual change associated with strategies which seem to induce particular types of conceptual change that can guide teachers in the classroom.