探索学生在入门物理中的“类似”推理能力

Charlotte Zimmerman, Alexis Olsho, A. Boudreaux, Trevor I. Smith, Philip Eaton, S. Brahmia
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引用次数: 2

摘要

协变推理——关于一个量的变化如何与另一个量的变化相关的推理——在数学教育研究中得到了广泛的研究。然而,在物理入门的背景下,协变推理的研究很少。我们探索协变推理的一个方面:“”就像“推理”。推理指的是物理学家通过简化函数将两个量联系起来的方法。例如,物理学家经常说电场是1 / r²。虽然物理学家和物理教师经常使用这种推理模式,但学生如何理解和使用它仍不清楚。我们从推理清单项目中提供的证据表明,许多学生使用先前数学教学的工具进行理解,可以在直接指导下发展成专家的“像”思维。建议进一步的工作,以表征学生的理解,作为未来教学发展的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring student facility with "goes like'' reasoning in introductory physics
Covariational reasoning -- reasoning about how changes in one quantity relate to changes in another quantity -- has been examined extensively in mathematics education research. Little research has been done, however, on covariational reasoning in introductory physics contexts. We explore one aspect of covariational reasoning: ``goes like'' reasoning. ``Goes like'' reasoning refers to ways physicists relate two quantities through a simplified function. For example, physicists often say that ``the electric field goes like one over r squared.'' While this reasoning mode is used regularly by physicists and physics instructors, how students make sense of and use it remains unclear. We present evidence from reasoning inventory items which indicate that many students are sense making with tools from prior math instruction, that could be developed into expert ``goes like'' thinking with direct instruction. Recommendations for further work in characterizing student sense making as a foundation for future development of instruction are made.
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