绘图作为促进地球科学教育观念转变的方法

IF 0.1 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
L. Arthurs, Chelsie M. Kowalski, Justin M. Elwonger
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引用次数: 1

摘要

即使是传达基本的科学概念也可能是具有挑战性的。此外,即使是最有才华的老师或研究人员也很难发现学生的心理模型。绘画是一种普遍的过程技能,被科学家广泛用于完善他们对广泛主题的概念,交流思想,并在其学科中推进科学思想。就像绘画对科学家精炼他们的概念很有用一样,当从科学学生心理模型的概念变化角度进行教学时,它也有可能对揭示误解有用。本研究采用设计研究方法,在概念变化的知识整合视角下,探讨了划界草图活动对新手地下水居住心理模型概念变化的影响。一个划定的草图活动,本研究的重点案例,包括(i)学生绘制扩展提供的部分绘制的概念草图,然后(ii)集体汇报在完成的学生扩展的概念草图中传达的想法。在美国两所不同的大型公立大学,用两个不同的样本人群测试了该活动在促进观念变化方面的功效。第一个人群来自为非科学专业设计的入门级大学地球科学课程,第二个人群来自为科学专业设计的类似课程。该活动对使学生从新手转向更像专家的地下水居住概念产生了重大影响。这种影响在活动结束两个月后仍能观察到。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Drawing As A Method To Facilitate Conceptual Change In Earth Sciences Education
Communicating even fundamental scientific concepts can be challenging. Furthermore, student mental models are often difficult to uncover even by the most talented teacher or researcher. Drawing is a universal process skill widely used by scientists to refine their conceptions about a wide range of topics, communicate ideas, and advance scientific thought in their disciplines. Just as drawing is useful to scientists for refining their conceptions, it has the potential to be useful for revealing misconceptions when teaching from a conceptual change perspective of science students’ mental models. Using a design study methodology and framed within the knowledge integration perspective of conceptual change, this longitudinal study investigates the efficacy of a delimited-sketch activity on the conceptual change of novices’ mental models about groundwater residence. A delimited-sketch activity, the focal case of this study, involves (i) students drawing to expand upon a provided partially-drawn concept sketch and then (ii) collectively debriefing the ideas communicated in the completed student-expanded concept sketches. The activity’s efficacy at facilitating conceptual change is tested with two different sample populations at two different large public universities in the USA. The first population is drawn from an introductory-level college geoscience course designed for non-science majors and the second population is drawn from a similar course designed for science majors. The activity has a large significant impact on moving students away from novice-like toward more expert-like conceptions of groundwater residence. The impact is observed even two months after the activity concludes.
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来源期刊
Journal of Astronomy and Earth Sciences Education
Journal of Astronomy and Earth Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
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66.70%
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