效度框架领域:解决理工科学生偏见的新教学理论

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2020-10-05 DOI:10.1080/03057267.2020.1824472

Raoul Sommeillier, Kathleen M. Quinlan, F. Robert

{"title":"效度框架领域:解决理工科学生偏见的新教学理论","authors":"Raoul Sommeillier, Kathleen M. Quinlan, F. Robert","doi":"10.1080/03057267.2020.1824472","DOIUrl":null,"url":null,"abstract":"ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":"57 1","pages":"205 - 239"},"PeriodicalIF":4.7000,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/03057267.2020.1824472","citationCount":"1","resultStr":"{\"title\":\"Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering\",\"authors\":\"Raoul Sommeillier, Kathleen M. Quinlan, F. Robert\",\"doi\":\"10.1080/03057267.2020.1824472\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.\",\"PeriodicalId\":49262,\"journal\":{\"name\":\"Studies in Science Education\",\"volume\":\"57 1\",\"pages\":\"205 - 239\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2020-10-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/03057267.2020.1824472\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03057267.2020.1824472\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2020.1824472","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

摘要

本文提出了一种新的教学理论——效度域框架(Domain of Validity Framework, DoV)，它为概念转变的教学设计提供了新的思路，同时也解决了现有理论之间的冲突，这些理论涉及学生对特定科学主题的常见的、难以改变的概念。我们提出知识由两个相连的元素组成:一个模型和一个有效域(DoV)。在给定模型中突出DoV的概念使我们能够重新定义和诊断许多有问题的先入为主的概念，例如超大DoV。绘制知识的不同元素——既包括模型，也包括它的有效性领域——允许教师精确地指出学生在概念改变的教学方法中需要面对的认知冲突。我们强调了与这些科学学习困难相关的教学含义，并在此基础上提出了特定的教学策略，强调了特定科学模型的有效性领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Domain of validity framework: a new instructional theory for addressing students’ preconceptions in science and engineering

ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.