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Elementary School Children’s Explanations of Day and Night
Science & Education ( IF 2.8 ) Pub Date : 2021-04-28 , DOI: 10.1007/s11191-021-00230-1
Leticia Gallegos-Cázares , Fernando Flores-Camacho , Elena Calderón-Canales

Most students have interacted with scientific representations that are used as teaching resources in schools. Often these external representations present challenges for understanding. By utilizing a framework based on an inferential, epistemic approach to scientific representations, we have analyzed students’ representational constructions of the day/night process. This study identified the ways students build their representations or models based on their interpretations of school representations. The study participants were 151 students from a semi-urban primary school. Data were obtained through questionnaires and interviews. Analysis utilized the inferential approach to identify intentionality, interpretation, denotation, reasoning, and coordination rules in students’ constructions. The results showed that only a few students were able to integrate school representations coherently as intended, and most of these students were in the upper grades. Even when students in the middle grades constructed reasoning processes, they did so use other elements of interpretation and denotation that are not equivalent to those in the school representations. We also found that most children failed to establish any discernible process that would indicate whether they used elements from the school model to infer explanations for the day/night process; that is, they had fragmented elements of representations that prevented them from making valid inferences. Finally, the approach described in this paper is useful for identifying difficulties that students face when dealing with scientific school representations since it offers elements for reconsidering the usual external representations that are used to teach science.



中文翻译:

小学儿童对白天和黑夜的解释

大多数学生都与用作学校教学资源的科学表示法进行了互动。这些外部表述通常会带来理解上的挑战。通过使用基于推理,认知方法的科学表示框架,我们分析了学生白天/夜晚过程的表示结构。这项研究根据学生对学校表征的解释,确定了学生构建表征或模型的方式。研究参与者是来自半城市小学的151名学生。数据通过问卷调查和访谈获得。分析利用推论方法来识别学生建构中的意向性,解释性,外延性,推理性和协调性规则。结果表明,只有少数学生能够按预期连贯地整合学校的表现形式,而这些学生中的大多数都处于较高的年级。即使是中年级的学生构建了推理过程,他们也使用了其他解释和外延元素,这些元素与学校表述中的元素并不相同。我们还发现,大多数孩子没有建立任何可辨别的过程来表明他们是否使用学校模型中的元素来推断白天/黑夜过程的解释。也就是说,他们的表示元素零散,无法进行有效的推论。最后,

更新日期:2021-04-29
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