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首页> 外文学位 >Physics experiences and calculus: How students use physics to construct meaningful conceptualizations of calculus concepts in an interdisciplinary calculus /physics course.
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Physics experiences and calculus: How students use physics to construct meaningful conceptualizations of calculus concepts in an interdisciplinary calculus /physics course.

机译：物理经验和微积分：在跨学科的微积分/物理课程中，学生如何使用物理学来构建有意义的微积分概念的概念化。

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摘要

The purpose of this study was to investigate the manner by which students enrolled in an integrated Calculus/Physics course use their understanding of physics to inform their conceptualizations of calculus concepts. This study utilized a multiple case study design with analysis by and across cases. The cases represent eight first year students in the College of Engineering and Physical Sciences at the University of New Hampshire who enrolled in an integrated calculus/physics program. Data was gathered in a three-part process: (1) Semi-structured task-based interviews, (2) Participant-observation in the calculus/physics course, and (3) Obtaining copies of students' in-class notes, in-class activities, homework assignments, and examinations.;A series of tasks designed to elicit information about students' conceptualizations of average rate of change, derivative, integral, and the Fundamental Theorem of Calculus were developed and pilot-tested by the researcher. To further corroborate the information gathered through the interview tasks, the students' examination, homework assignments, and in-class activities were reviewed. A description of each students' concept image was developed by analyzing the students' responses to interview tasks and triangulated with student-produced concept maps, observation of students in class, and students' homework, performance on examinations, and class work. A second layer of analysis resulted in the emergence of a classification scheme that describes how the students use physics to inform their conceptualization of calculus concepts, if at all. Finally, by searching individual student descriptions for patterns and similarities, a general description for the interactions between concept image and classification was proposed.;The results from this research investigation suggest that students frequently use physics concepts to construct meaningful conceptualizations of average rate of change. However, the students less frequently draw upon physics concepts to inform their conceptualizations of derivative and integral. The results from this research investigation also suggest that the students participating in this study possess richer conceptualizations of calculus concepts that what has previously been reported in the literature.;Hypotheses and questions for further investigation of students' uses of physics concepts to inform their conceptualizations of calculus concepts are generated. Implications for teaching practice and curriculum development are suggested and discussed.
机译：这项研究的目的是调查参加微积分/物理综合课程的学生如何利用他们对物理学的理解来指导其微积分概念的概念化。本研究利用了多案例研究设计，并按案例进行了跨案例分析。这些案例代表了新罕布什尔大学工程与物理科学学院的八名一年级学生，他们参加了微积分/物理综合课程。数据通过三部分过程收集：（1）基于任务的半结构化面试；（2）微积分/物理课程中的参与者观察；（3）获取学生的课堂笔记，班级活动，家庭作业和考试。研究人员开发了一系列任务，旨在获取有关学生的平均变化率，导数，积分和微积分基本定理的概念化信息。为了进一步证实通过面试任务收集到的信息，对学生的考试，家庭作业和课堂活动进行了审查。通过分析学生对面试任务的反应，并用学生制作的概念图，学生在课堂上的观察以及学生的作业，考试成绩和课堂工作，对每个学生的概念形象进行描述。第二层分析导致了分类方案的出现，该分类方案描述了学生如何使用物理学来指导他们的微积分概念的概念化（如果有的话）。最后，通过搜索单个学生描述的模式和相似性，提出了概念图像与分类之间相互作用的一般描述。这项研究调查的结果表明，学生经常使用物理学概念来构建有意义的平均变化率概念。但是，学生较少使用物理概念来指导他们对导数和积分的概念化。这项研究调查的结果还表明，参加这项研究的学生拥有微积分概念的更丰富的概念化，这在文献中已有报道。;假设和问题，供进一步研究学生使用物理概念来告知他们的物理概念微积分概念产生。建议和讨论对教学实践和课程发展的影响。

著录项

  • 作者

    Marrongelle, Karen Ann.;

  • 作者单位

    University of New Hampshire.;

  • 授予单位 University of New Hampshire.;
  • 学科 Mathematics education.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 360 p.
  • 总页数 360
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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