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The effects of discrepant events on the low-level paradigms of high school physics students.

機(jī)譯：差異事件對(duì)高中物理學(xué)生低級(jí)范式的影響。

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Constructivist learning theory indicates that high school physics students do not enter their physics classrooms empty-headed. Students come with preconceptions that they constructed over time, which are based on their observations of the environment. One function of physics teachers is to facilitate students in altering their preconceptions if they are not in agreement with the currently accepted scientific view.; Kuhn described a paradigm shift as a process that scientists undergo when they discard a currently accepted paradigm in favor of a more complete paradigm, because of the new paradigm's greater explanatory power. Physics students may undergo low level paradigm shifts when constructing, or reconstructing, their low level paradigms as they observe small parts of their world.; This research was a multiple case study based on eight discrepant event exercises. Twenty-two self selected, untutored first year high school physics students individually performed these exercises. The students' written documents, student interviews, and the researcher's field notes were triangulated to describe the process that emerged as the students described their low level paradigms before and after performing the discrepant events exercises.; The following research questions were addressed. Do students employ similar low level paradigms to explain the same physical phenomenon? Do the discrepant events observed by the students have a consequential effect upon their current low level paradigms? Are there specific discrepant events that affect students' low level paradigms to a greater degree compared to other discrepant events that are grounded in the same physical phenomenon? Do students apply scientific terminology, within its proper context, after their exposure to a discrepant event, compared to their utilization of scientific terminology prior to their exposure to the discrepant event? Can the students' low level paradigms be generalized to situations that are beyond the scope of a specific discrepant event?; This research indicates that by limiting the cognitive demands of laboratory exercises more students may be able to connect the theoretical constructs developed in the classroom to the associated laboratory exercises. Laboratory exercises should be simple in design and involve as few concepts as possible, thus allowing students to perform multiple laboratory exercises based on the same physical phenomenon.
機(jī)譯：建構(gòu)主義學(xué)習(xí)理論表明，高中物理系的學(xué)生不會(huì)空頭進(jìn)入他們的物理教室。學(xué)生會(huì)隨著時(shí)間的推移而構(gòu)筑成概念，這是基于對(duì)環(huán)境的觀察。物理老師的一項(xiàng)功能是，如果學(xué)生與當(dāng)前接受的科學(xué)觀點(diǎn)不一致，則可以幫助他們改變自己的觀念。庫(kù)恩將范式轉(zhuǎn)換描述為一個(gè)過(guò)程，因?yàn)樾路妒骄哂懈蟮慕忉屃Γ茖W(xué)家在放棄當(dāng)前接受的范式以支持更完整的范式時(shí)會(huì)經(jīng)歷這一過(guò)程。物理學(xué)生在觀察或觀察世界的一小部分時(shí)，可能會(huì)在構(gòu)建或重建其低級(jí)范例時(shí)經(jīng)歷低級(jí)范例轉(zhuǎn)換。這項(xiàng)研究是基于八個(gè)差異事件練習(xí)的多案例研究。二十二名自選，未受過(guò)教育的一年級(jí)物理學(xué)生分別進(jìn)行了這些練習(xí)。將學(xué)生的書(shū)面文件，學(xué)生訪談和研究人員的現(xiàn)場(chǎng)筆記進(jìn)行了三角剖分，以描述學(xué)生在進(jìn)行差異事件練習(xí)前后描述其低水平范例時(shí)出現(xiàn)的過(guò)程。解決了以下研究問(wèn)題。學(xué)生是否采用類似的低級(jí)范例來(lái)解釋相同的物理現(xiàn)象？學(xué)生觀察到的差異事件是否會(huì)對(duì)他們當(dāng)前的低水平范式產(chǎn)生相應(yīng)影響？與基于同一物理現(xiàn)象的其他差異事件相比，是否存在特定的差異事件在更大程度上影響學(xué)生的低級(jí)范式？與暴露于差異事件之前的科學(xué)術(shù)語(yǔ)相比，學(xué)生在暴露于差異事件之后是否在適當(dāng)?shù)纳舷挛闹袘?yīng)用科學(xué)術(shù)語(yǔ)？是否可以將學(xué)生的低級(jí)范式推廣到超出特定差異事件范圍的情況？這項(xiàng)研究表明，通過(guò)限制實(shí)驗(yàn)室練習(xí)的認(rèn)知要求，更多的學(xué)生可能能夠?qū)⒄n堂上發(fā)展的理論結(jié)構(gòu)與相關(guān)的實(shí)驗(yàn)室練習(xí)聯(lián)系起來(lái)。實(shí)驗(yàn)室練習(xí)應(yīng)設(shè)計(jì)簡(jiǎn)單，并盡可能少地包含一些概念，從而使學(xué)生可以基于相同的物理現(xiàn)象進(jìn)行多個(gè)實(shí)驗(yàn)室練習(xí)。

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