ABSTRACT

Developing students’ ability to think about systems, as opposed to isolated facts, is of central importance in much of science teaching. Prior work in this area has focused on students’ recognition of the processes occurring within a system. Comparatively, little work has been done on how students organise the objects that are contained within the system. Understanding how objects are organised within a system structure can promote understanding of the processes relating to the objects and advance students’ thinking about systems. A systematic literature review revealed different existing theoretical perspectives on object arrangement within systems. These perspectives were combined into a single framework, the Systems Object Framework (SOF), that can be used to characterise student ideas about object arrangements. The SOF was used to analyse object arrangements depicted by students in pre and post-concept maps that were collected as part of a study on a systems-based curriculum. This analysis provided support for the structure of the SOF and showed that the SOF allows for tracking of changes in students’ representation of object arrangements. The SOF contributes to the field by proposing new questions to be investigated and providing a common analytical tool that permits greater consistency across future studies.

摘要

培养学生思考系统的能力，而不是孤立的事实，在许多科学教学中至关重要。该领域之前的工作重点是学生对系统内发生的过程的认识。相比之下，关于学生如何组织系统中包含的对象的工作很少。了解对象在系统结构中的组织方式可以促进对与对象相关的过程的理解，并促进学生对系统的思考。系统的文献综述揭示了关于系统内对象排列的不同现有理论观点。这些观点被组合成一个单一的框架，即系统对象框架 (SOF)，可用于表征学生关于对象排列的想法。SOF 用于分析学生在概念前后的地图中描绘的物体布置，这些地图是作为基于系统的课程研究的一部分收集的。该分析为 SOF 的结构提供了支持，并表明 SOF 允许跟踪学生对物体排列表示的变化。SOF 通过提出有待研究的新问题并提供一种通用分析工具来为该领域做出贡献，从而在未来的研究中实现更大的一致性。