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Students' development of models of magnetic materials, patterns of group activity, and social norms in a physics classroom.

机译：学生在物理教室中开发磁性材料的模型，小组活动的模式以及社会规范。

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摘要

This dissertation is a study of students' model development processes in a physical science course for preservice elementary teachers. It details the models of magnetic materials developed and used by students during a unit on static electricity and magnetism. In this inquiry-based course, the class developed and formally accepted a model, in the form of diagrams and descriptions, that is very similar to the accepted magnetic domains model. They did this without textbooks or lectures on magnetism. Before adopting this model, however, most groups in the class temporarily used models involving opposite charges at the two ends of magnetized nails.; How did the students do it? The explanation involves detailed study of the groups' interactions and use of structure in the classroom environment. This dissertation uses two theoretical frameworks to analyze interactions. It applies Yackel and Cobb's (1996) concepts of classroom social norms to characterize aspects of the classroom participation structure which affected groups' construction and declaration of models. It also applies distributed cognition ideas to analyze the sense-making conversations that small groups had when constructing group responses.; This research found that conversations in one small group could be characterized into sixteen categories. Important categories included “extending ideas” which involved gradual deepening and elaboration of the group's understanding of their model(s), and “joint typing”, an interactive process by which group members collaborated on typed statements or group diagrams and simultaneously developed common language for communicating their ideas to each other. Some of these categories of activity were closely connected to computer use.; Also, four classroom norms are described. One small group social classroom norm involved group members developing a “common ground” consisting of agreed-upon group statements. Three sociophysics norms which characterize the whole class interactions as well as those of the small group involved a distinction between generalizations of phenomena and theoretical statements, class criteria for accepting evidence, and the obligation for each group to have a model of magnetic materials that they could support with acceptable evidence.
机译：本文是针对职前基础教师在物理科学课程中学生模型发展过程的研究。它详细介绍了学生在静电和磁性单元中开发和使用的磁性材料的模型。在此基于查询的课程中，全班学生以图表和描述的形式开发并正式接受了一个模型，该模型与接受的磁畴模型非常相似。他们这样做是没有教科书或关于磁性的讲座。但是，在采用该模型之前，该类别中的大多数小组都临时使用了在磁钉的两端带有相反电荷的模型。学生们是如何做到的？该解释涉及对小组互动和教室环境中结构使用的详细研究。本文使用两个理论框架来分析相互作用。它采用Yackel和Cobb（1996）的课堂社会规范概念来描述课堂参与结构的各个方面，这些方面影响了群体的建构和模型的宣告。它还应用分布式认知思想来分析小组在构建小组响应时进行的有意义的对话。这项研究发现，在一个小组中进行的对话可以分为16类。重要的类别包括“扩展思想”，涉及逐渐加深和阐述小组对模型的理解，以及“联合打字”，这是一个互动过程，小组成员通过该互动过程在打字陈述或小组图表上进行协作，同时为互相交流想法。其中一些活动与计算机的使用紧密相关。此外，还描述了四个教室规范。小组社交教室的一项规范要求小组成员建立“共识”，其中包括商定的小组声明。表征整个阶级以及小团体相互作用的三个社会物理学规范涉及到现象和理论陈述的概括，接受证据的阶级标准以及每个组有一种可以使用的磁性材料模型的义务之间的区别。有可接受证据的支持。

著录项

  • 作者

    Johnson, Andrew P.;

  • 作者单位

    University of California, San Diego.;

  • 授予单位 University of California, San Diego.;
  • 学科 Education Sciences.; Psychology Cognitive.; Education Technology.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 316 p.
  • 总页数 316
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;心理学;教师;
  • 关键词

  • 入库时间 2022-08-17 11:48:05

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