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Comparing and contrasting different methods for probing student epistemology and epistemological development in introductory physics.

机译：比较和对比探讨入门物理学中学生认识论和认识论发展的不同方法。

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摘要

In this dissertation, I perform and compare three different studies of introductory physics students' epistemological views -- their views about the nature of knowledge and how it is learned. Physics education research (PER) shows that epistemological views affect how students learn, so they are important to understand and diagnose. The first study uses a Likert-scale instrument, adapted from the Maryland Physics Expectation Survey, designed to assess to what extent students see physics knowledge as coherent (rather than piecemeal), conceptual (rather than just formulas), and constructed (rather than absorbed). Using this survey, I documented several results, including that (i) a large lecture class can produce favorable changes in students' epistemological views, at least in the context of the class, and (ii) teaching a rushed modern physics unit at the end of an introductory sequence can lead to negative epistemological effects. The second study uses the Force Concept Inventory with modified instructions: students indicated both the answer they think a scientist would give and the answer that makes the most sense to them personally. A "split" between these two answers shows that the student does not think she has reconciled her common sense with the formal physics concepts. This study showed that attention to reconciliation in a course allows students to see initially-counterintuitive ideas as making sense. Finally, I did a detailed study of one student by (i) watching video of her in tutorial, where she and three other students answered a structured series of conceptual and quantitative physics questions, (ii) formulating interviews based largely on what I observed in the video, and (iii) interviewing her while the tutorial was still fresh in her head. I repeated this cycle every week for a semester. I found that her tendency to focus on the multiple and ambiguous meanings of words like "force" hampered her ability to reconcile physics concepts with common sense. This last method is time-consuming, but it produces rich data and allows for a fine-grained analysis of individual students. The first two survey methods are best suited for measuring the effect of epistemologically-centered course reforms on large groups of students.
机译：在这篇论文中，我进行并比较了三种不同的入门物理学学生的认识论观点的研究-他们对知识的本质及其学习方式的看法。物理教育研究（PER）显示，认识论观点影响学生的学习方式，因此对理解和诊断很重要。第一项研究使用了李克特量表，该量具来自马里兰州物理期望调查，旨在评估学生在多大程度上将物理知识视为连贯的（而不是零散的），概念的（而不只是公式）和构造的（而不是吸收的） ）。通过这次调查，我记录了一些结果，其中包括：（i）至少在课堂上，大型演讲课可以对学生的认识论观点产生有利的变化，并且（ii）最后教授匆忙的现代物理单元介绍性序列的错误可能导致认识论的负面影响。第二项研究使用了经过修改的说明的“部队概念清单”：学生既表明了他们认为科学家会给出的答案，又表明了对他们个人而言最有意义的答案。这两个答案之间的“分裂”表明，学生认为自己没有将自己的常识与形式物理学概念相协调。这项研究表明，对课程中和解的关注使学生能够将最初与直觉相反的想法视为有意义。最后，我通过（i）在教学中观看她的视频对一位学生进行了详细研究，其中她和其他三名学生回答了一系列结构化的概念和定量物理问题，（ii）主要根据我在课堂上观察到的内容进行访谈视频，以及（iii）在教程还很新鲜时采访她。我每周重复这个周期一个学期。我发现她倾向于集中于诸如“力”之类的单词的多种含义上的倾向妨碍了她将物理学概念与常识相协调的能力。最后一种方法很费时，但是它可以产生丰富的数据，并可以对每个学生进行细粒度的分析。前两种调查方法最适合用来衡量以认识论为中心的课程改革对大批学生的影响。

著录项

  • 作者

    McCaskey, Timothy L.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Education Educational Psychology.;Education Sciences.;Physics General.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 447 p.
  • 总页数 447
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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