Students' models in some topics of electricity and magnetism

阅读量:

55

作者:

R Warnakulasooriya

展开

摘要:

Model-based learning have been emphasized by many researchers. Furthermore, many theories have been put forward by researchers on how students reason. However, how the theories of reasoning are manifested within the context of electricity and magnetism and how to implement a model-based learning environment within such a context has not been the object of research. In this dissertation, we address the above two concerns. We probe students' reasoning, through a model-based diagnostic instrument. The instrument consists of a set of related multiple-choice questions that can be categorized as belonging to the same conceptual domain. The contextual features of a set are also kept to a minimum. We find that students' responses are tied to the models they have constructed or construct on the spot when faced with novel situations. We find that the concepts such as electric fields and electric potentials exist as mere "definitions" and do not contribute to forming a set of working models, and as such the need for the use of such concepts cannot be easily recognized. We also find that students function within a set of procedural rules. Whether these rules are extended directly from familiar situations through analogies or lead to constructing a set of new rules is constrained by the underlying models and the context of the questions. Models also either exist or are constructed in ways that lead students to overlook the common sense reality of physical phenomena. We also find that the way questions are perceived and interpreted are dependent on the underlying models and that different models exist without conflicting with each other. Based on the above findings, we argue that students' reasoning is context specific and is sensitive to the way the learning has taken place. Thus, we suggest a recontexualization process as a specific model-based learning environment to help students learn electricity and magnetism. The step-by-step guidance through a series of such related questions would then elucidate the context within which concepts are introduced, the limitations of particular representations and the ontological demands required by the subject.

展开

DOI:

10.1056/NEJM199710023371406

被引量:

241

通过文献互助平台发起求助,成功后即可免费获取论文全文。

相似文献

参考文献

引证文献

来源期刊

New England Journal of Medicine

引用走势

2010
被引量:24

站内活动

辅助模式

0

引用

文献可以批量引用啦~
欢迎点我试用!

关于我们

百度学术集成海量学术资源,融合人工智能、深度学习、大数据分析等技术,为科研工作者提供全面快捷的学术服务。在这里我们保持学习的态度,不忘初心,砥砺前行。
了解更多>>

友情链接

百度云百度翻译

联系我们

合作与服务

期刊合作 图书馆合作 下载产品手册

©2025 Baidu 百度学术声明 使用百度前必读

引用