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Students’ context-sensitive use of conceptual resources: A pattern across different styles of question about mechanical waves
Physical Review Physics Education Research ( IF 3.1 ) Pub Date : 2021-05-21 , DOI: 10.1103/physrevphyseducres.17.010137
Lisa M. Goodhew , Amy D. Robertson , Paula R. L. Heron , Rachel E. Scherr

Resources theory assumes that resource activation is context sensitive, and that an important dimension of context is the question students are answering. The context sensitivity of resource activation has been demonstrated empirically by case studies that show students using different resources to answer questions that are similar in focus. In this paper, we further substantiate and add specificity to the field’s understanding of the context sensitivity of resource use by demonstrating a pattern in resource activation for questions about mechanical pulse propagation, superposition, and reflection. In particular, our analysis shows a pattern in the kinds of resources students use to answer different styles of questions about the same physics topic. Questions that ask for a prediction tend to elicit rules or procedures, while questions that ask students to explain an observation elicit these plus ideas about force, energy, and motion. Our results call both researchers’ and instructors’ attention to the style of question that they ask and the impact it has on the resources commonly cued for students.

中文翻译:

学生对上下文的概念性资源的使用:一种跨越不同风格的有关机械波的问题的模式

资源理论假设资源激活是情境敏感的,并且情境的一个重要方面是学生回答的问题。案例研究已通过经验证明了资源激活的上下文敏感性,该案例表明学生使用不同的资源来回答焦点相似的问题。在本文中,我们通过演示资源激活中有关机械脉冲传播,叠加和反射问题的模式,进一步证实了领域对资源使用的上下文敏感性的理解,并为该领域增加了特殊性。特别是,我们的分析显示了学生用来回答不同风格的各种资源中的一种模式关于同一物理主题的问题。要求进行预测的问题往往会引出规则或程序,而要求学生解释观察结果的问题则会引出这些规则或过程以及有关力,能量和运动的想法。我们的研究结果使研究人员和讲师都对他们提出的问题的风格及其对学生常用资源的影响产生了关注。
更新日期:2021-05-22
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