Research on Mutual Constitution of Context of Discourse and Understanding Concepts in Learning Science

在这项研究中，我们设计了一个计算机应用程序和其他工具，以支持学生理解牛顿物理概念的广泛重新情境化。在教学环节中，一开始，天文学将产生一个适当的背景，以便重新将地面上的运动和力现象置于背景中。第二，同样的现象应该在关于空间模型的争论的背景下显示。最后，力和运动的概念应该在此背景下重新理解。结果表明，澄清日常话语背景与牛顿物理背景之间的差异是极其重要的。学习物理不是要抛弃日常的语境，而是要厘清语境中两种话语的对比。此外，根据我们的观点，概念变化应被视为涉及广泛的重新语境化的过程，而不仅仅是从一种概念结构过渡到另一种概念结构。此外，本研究表明，广泛的再语境化是在参与者和工具之间的互动顺序中相互组织的。

In this research, we designed a computer application and other tools that support the expansive recontextualization of students for under standing the concepts of Newtonian Physics. In instruction sessions, at the beginning, astronomy will produce an appropriate context in order to recontextualize phenomena of motion and force on the ground. Second, the same phenomena should be shown under the context of the argument concerning spatial models. Finally, the concept of force and motion should be reinter preted under this context.The result shows that it is extremely important to clarify the difference between the context of everyday discourse and that of Newtonian physics. Learning physics is not to abandon the context of everyday but to clarify the contrast between the context of the two kinds of discourse. Further, according to our view, conceptual change should be regarded as processes involved in expansive recontextualization rather than merely the transition from one conceptual structure to another. Further, this research demonstrated that expansive recontextualixzation is mutually organized in the sequence of interaction among participants and tools.