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首页> 外文学位 >Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics.
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Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics.

机译：入门物理学中大学生的论证技能，问题解决方案的概念质量和问题解决策略之间的关系。

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摘要

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics.;Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007).;This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.
机译：本研究探讨了基于演算微积分的物理学中替代论证形式对大学生物理解决方案的影响。采用两阶段并行混合方法设计来研究大学生的书面论证能力，问题解决方案的概念质量以及解决多个物理主题中的论证物理问题的方法和策略之间的关系;通过分层抽样将参与者分配给根据概念工具上的性别和测验前分数得出的三个条件之一（对照，指导性构造或指导性评估）。指导性构造和指导性评估小组收到了从文献中提取的任务和提示，以促进论点的构建或评估。使用多案例研究设计，将每种情况作为案例，进行访谈，包括思考能力强的问题解决会议和半结构化访谈。问题解决策略的分析是由Tuminaro和Redish（2007）改编的关于认知博弈的理论框架指导的；该研究提供了经验证据，表明将书面论证整合到物理​​问题中可以潜在地提高解决方案的概念质量，扩展其功能范围解决问题的策略，并有望解决物理上的性别差距。该研究为该领域的研究提供了进一步的途径，以及对设计和实施大学物理入门中的论证任务的启示。

著录项

  • 作者

    Rebello, Carina M.;

  • 作者单位

    University of Missouri - Columbia.;

  • 授予单位 University of Missouri - Columbia.;
  • 学科 Science education.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 299 p.
  • 总页数 299
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:43:18

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