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首页> 外文学位 >Contribution a l'etude de la construction des concepts scientifiques au cours de l'apprentissage par problemes en medecine.
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Contribution a l'etude de la construction des concepts scientifiques au cours de l'apprentissage par problemes en medecine.

机译：在医学中基于问题的学习过程中为科学概念的构建研究做出贡献。

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摘要

This study sought to explore further the construction of scientific concepts, in the context of Problem-based Learning (PBL), at the Faculty of Medicine, of Universite de Montreal. Two major objectives guided the study: First, we sought to offer a detailed study of the process of meaning making and development of scientific concepts by medical students in the context of PBL. Second, we studied students' individual work that followed initial tutor mediated discussion of the case, and preceded the return session. We tried to answer to the following research question: How do the dynamics of PBL in medicine support students'construction of scientific concepts?;Analysis suggests that PBL approach is generally well received, and discussions are lively, with an average of three to four exchanges per minute. Considering the first goal, we offered detailed explanations of the dynamics of concepts' building that extends in all three phases of the PBL, namely the initial phase, the individual student research phase and the return phase. For each case studied, we highlighted the initial conceptual representations, resulting of students' interactions, under the guidance of the tutor, and followed their transformation, through discussions at return phase.;The choice of social constructivist theoretical framework of Vygotsky has allowed us to reflect on the mediation role played by components of the interactive system of PBL, that we considered as a zone of proximal development (ZPD) in a broader sense, and which are the problem, the tutor, the student and his peers, resources, including graphics artifact conceptual map, used extensively in all tutorials, to support the construction of scientific concepts.;In this interaction the tutor plays a key complex role of facilitator, mediator, mainly through language. Thematic analysis of his interventions helped to distinguish five themes: group management, arguments, questions of different types, modeling and conclusions. We have shown the link between tutor's questions and the type of student responses, to recommend a better balance between different types of tutor's questions. Students, also by verbal exchanges and by the collective construction of initial and final concept maps participate in the co-construction of these concepts. Analysis of their interactions enabled us to identify different functions of language, to emphasize the importance of argumentative interactions, markers of in depth collaborative work.;The study was qualitative in nature, and data were collected through various means: no participant observation, video recordings of PBL tutorial sessions, semistructured interviews of students, discussion with tutors and the consultation of their manuals. Analysis entailed the verbatim transcriptions of the observed problem solving sessions and interviews, and in turn inductive data analysis of concept formation accross time and over session. Through the grouping and classification of data and study of evolution of concepts over time, insights could be gathered into students'development of scientific concepts and the tutor's role in this construction.;We also showed interest of concept maps not only to visualize the concepts, but also as artifacts and tools of psychic mediation that play both, communicative and semiotics functions, in the development of scientifically sound concepts.;Regarding the second objective, the exploration of students' personal work, we found that first year students pursued a more thorough search, and relied on more effective reading strategies than their second year colleagues. These second year students relied more on reference books, reading simply and relying heavily on the summaries made by their predecessors, which is suggestive of a more superficial learning. Those students also, relied more on tutor.;Overall, however, the research suggests PBL is a unique, worthwhile pedagogical approach, offering students with opportunities to construct new conceptual understandings of complex medical concepts with help of a team within the zone of proximal development. But it requires to be improved by interventions concerning both tutors and students. (Abstract shortened by UMI.)
机译：这项研究试图在蒙特利尔大学医学院的基于问题的学习（PBL）的背景下进一步探索科学概念的建构。指导该研究的两个主要目标：首先，我们试图在PBL的背景下提供详细的研究，以研究医学生的意义形成和科学概念的发展。其次，我们研究了学生的个人工作，这些工作是在最初的导师对案件进行讨论之后，并在回程之前进行的。我们试图回答以下研究问题：医学中的PBL动力学如何支持学生科学概念的建构？；分析表明PBL方法通常受到好评，讨论活跃，平均进行三到四次交流每分钟。考虑到第一个目标，我们对概念构建的动力学进行了详细的解释，这些动力学扩展到PBL的所有三个阶段，即初始阶段，个人学生研究阶段和返回阶段。对于每个研究的案例，我们强调了最初的概念性表述，这些结果是在导师的指导下学生互动的结果，并通过返回阶段的讨论跟随他们的转变。；维果茨基的社会建构主义理论框架的选择使我们能够反思PBL互动系统的各个组件所起的中介作用，从广义上讲，我们将其视为近端发展区（ZPD），而这些问题包括家教，学生及其同伴，资源，包括图形工件概念图，在所有教程中得到广泛使用，以支持科学概念的构建。在这种交互中，导师主要通过语言扮演着促进者，调解者的关键复杂角色。对他的干预措施进行专题分析有助于区分五个主题：小组管理，论点，不同类型的问题，建模和结论。我们已经显示了导师的问题和学生回答类型之间的联系，以建议在不同类型的导师的问题之间取得更好的平衡。学生也可以通过口头交流和通过最初和最终概念图的共同构建来参与这些概念的共同构建。通过对他们互动的分析，我们可以识别语言的不同功能，强调辩论性互动的重要性，以及深度合作工作的标志。该研究本质上是定性的，并且通过各种方式收集了数据：无参与者观察，录像PBL辅导课程，学生的半结构化访谈，与辅导老师的讨论以及他们手册的咨询。分析需要对观察到的问题解决会话和访谈进行逐字记录，然后依次进行跨时段和跨时段的概念形成的归纳数据分析。通过数据的分组和分类以及概念随着时间的推移的研究，可以收集见识到学生对科学概念的发展以及导师在该结构中的作用。；我们还展示了概念图的兴趣，不仅在于将概念可视化，也是作为在科学合理的概念发展中同时发挥交际功能和符号学功能的心理调解的人工制品和工具。关于第二个目标，即对学生个人工作的探索，我们发现一年级的学生追求更彻底搜索，并且比第二年级的同事更有效的阅读策略。这些二年级学生更多地依赖参考书，简单地阅读并严重依赖其前辈的总结，这表明学习起来比较肤浅。这些学生也更多地依赖于导师。但是，总体而言，研究表明PBL是一种独特的，有价值的教学方法，它为学生提供了机会，可以在近端发展区域内的团队的帮助下对复杂的医学概念进行新的概念性理解。 。但是需要通过对导师和学生的干预来改善它。 （摘要由UMI缩短。）

著录项

  • 作者

    Pono-Ntyonga, Marie-Pierrette.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Education Sciences.;Education Higher.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 481 p.
  • 总页数 481
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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