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Conceptual continuity and the science of baseball: using informal science literacy to promote students’ science learning

机译：概念的连续性和棒球科学：利用非正式的科学素养促进学生的科学学习

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摘要

This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association. This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement. The qualitative analyses revealed that students were able to accurately explain different components of the idea by using a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of science learning to include a more language sensitive approach to teaching and learning.
机译：该项目将概念的连续性作为一种框架，用于理解学生的原生理解和描述方式。概念上的连续性表明，在一种流派中使用单词与科学流派之间的关系可以存在于不同的关联水平上。这种观点可以揭示在日常或白话流派中解释的思想与科学解释之间的各种关系。我们进行了为期2年的研究，涉及15名高中棒球运动员对棒球所涉及物理的理解。首先，我们通过在第一季（2006）和第二季（2007）之前进行测试对他们的科学理解进行了定量评估。其次，我们检查了学生用来解释他们的理解的语言资源的类型。第三，我们通过使用概念连续性来重新确定我们的数据，以识别学生在非正式背景下的概念理解与他们与规范科学思想的相似性之间的相似性。结果表明，学生在多项选择题上的表现没有明显改善。定性分析表明，学生可以通过使用多种科学和非科学类型来准确地解释该想法的不同组成部分。这些结果引起人们对重建我们的科学学习愿景的需求的关注，以包括对语言和语言更加敏感的教学方法。

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