科学教学中的观念转变:引入观念转变的动态模型

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
L. Nadelson, Benjamin C. Heddy, Suzanne H. Jones, Gita Taasoobshirazi, M. Johnson
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引用次数: 59

摘要

概念的改变可能是一个具有挑战性的过程,尤其是在科学教育中,许多概念是复杂的、有争议的或反直觉的。然而,概念变化是科学学习的基础,这表明科学教育工作者和科学教育研究人员需要模型来有效地解决和研究概念变化。对当前研究和现有概念变化模型的考虑反映了对概念变化的整体、全面和动态模型的需求。作为回应,我们开发了概念变化动态模型(DMCC),该模型使用了多条研究路线,探索影响概念变化的变量以及科学教学中概念变化过程中发生的动态互动。DMCC的独特之处在于概念变更过程各个阶段的迭代、回归、进入和退出点的可能性,以及消息识别、消息参与和处理的影响,以及由此产生的概念变更的性质。DMCC包含了现存模型中的元素,以及以前未强调的有影响力的概念变化变量,如文化、社会、态度、实践和个人认识论。我们构建DMCC是为了为科学教育工作者和研究人员提供一个更全面的框架,以探索科学教学和学习中的概念变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive.  Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change.  Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change.  In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning.  Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change.  The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology.  We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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