学生地质时代体验的现象学分析

IF 0.1 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
J. Lundqvist, K. Svensson, K. Ljung, Urban Eriksson, Moa Eriksson
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引用次数: 0

摘要

地质时间被许多地球科学教师认为是地球科学学生的一个门槛概念,是我们如何体验从微观(如云形成)到宏观(如板块构造)的时空尺度上发生的地球现象的核心概念。如果一个人希望理解超越人类感知的地球科学现象,他就必须从具体走向抽象——从用感官体验一种现象转向基于思维构造的对这种现象的体验;我们称之为学科时空能力(DSTC)。本研究的目的是了解瑞典地球科学项目的一年级学生如何体验和表现地质时间现象,即捕捉他们的DSTC。通过对三次半结构化小组访谈数据的分析,我们发现学生们是如何通过他们的语言、手势和视觉来表达地质时代的。从本研究的结果来看,包括四个定性不同的主题或描述类别,可以得出这样的结论:学生表达地质时间的方式产生了令人兴奋的解释,我们相信这些表达也可以提供关于学生如何体验(和了解)地质时间的信息。我们报告说,通过学生的插图和讨论,学生体验到地质时间不仅仅是静态的一维直线。数据分析表明,学生从各种地球科学现象中将地质时间与时空方面联系起来,这种动态描述地质时间的一个例子是“一个简单地填满更多的信息”,表明学生体验的地质时间是二维的(空间和时间)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Phenomenographic Analysis Of Students’ Experience Of Geological Time
Geological time is by many geoscience instructors considered a threshold concept for geoscience students, being a central concept for how we experience geosceince phenomena that takes place on a spatio-temporal scale ranging from micro (e.g. cloud formation) to macro (e.g. plate tectonics). If one wishes to understand geoscience phenomena that goes beyond human perception, one must move from the concrete toward the abstract—from experiencing a phenomenon with one’s senses toward an experience of the phenomenon that is based on an mind construct; we refer to such competency as disciplinary spatio-temporal competency (DSTC). The purpose of this study is to gain an understanding of how first-year students in a geoscience program in Sweden experience and represent the phenomenon of geological time, i.e. to capture their DSTC. Analyazing data from three semi-structured group interviews using a phenomenographic approach revealed how the students express geological time through their language, their gestures, and their visualizations. From the result in this study, including four qualitatively different themes, or categories of description, it is possible to conclude that the students' way of expressing geological time give rise to exciting interpretations and we believe that these expressions can provide information also about how students experience (and learn about) geological time. We report that through students’ illustrations and discussions, students experience geological time as something more than a static one-dimensional straight line. The data analysis shows that students connect geological time with spatio-temporal aspects from various geosientific phenomena, one example of such an dynamic description of geological time is “One simply fills it with more information” indicating that the students experience geological time as two-dimensional (space and time).
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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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1
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