不同年级小学生对学习过程中水状态变化的推理分析

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Ju-In Jung, Jina Chang, Jisun Park
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引用次数: 1

摘要

摘要本研究旨在探讨小学生的推理能力在学习进阶中的发展与进步。为此,我们分析了三年级、四年级和五年级小学生对水状态变化相关现象的推理水平。结果表明,分数越高,推理水平越高的学生比例越高。每个学生都从宏观层面解释了这一现象;然而,五年级的学生比三年级和四年级的学生考虑了更复杂的因素和这些因素之间的关系。此外,学生们自相矛盾地推断,在融化和冻结的情况下,重量都会增加。最后,我们讨论了如何将每个年级的科学课程结构为推理的进展,以及如何根据学生的长期推理进展提供适当的科学指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Analysis of Different Grade Levels of Elementary School Students’ Reasoning about the Changes of State of Water within a Learning Progression
The purpose of this study is to examine how the reasoning of elementary school students develops and progresses within a learning progression. In order to do this, we analyzed third, fourth, and fifth grade elementary school students’ levels of reasoning about phenomena related to changes of state of water. The results show that higher grades include higher proportions of students who showed higher-level reasoning. Every student explained the phenomenon at the macroscopic scale; however, fifth grade students considered more elaborate factors and the relationships between those factors than third and fourth grade students did. In addition, students reasoned contradictorily that the weight would increase in situations of both melting and freezing. Finally, we discuss how science curriculums in each grade can be structured as a progression in reasoning and how to provide appropriate science instruction in terms of students’ long-term progression of reasoning.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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