...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>CBE Life Sciences Education >Using Framing as a Lens to Understand Context Effects on Expert Reasoning
【24h】

Using Framing as a Lens to Understand Context Effects on Expert Reasoning

机译：使用框架作为镜头来了解对专家推理的背景影响

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

National calls to transform undergraduate classrooms highlight the increasingly interdisciplinary nature of science, technology, engineering, and mathematics (STEM). As biologists, we use principles from chemistry and physics to make sense of the natural world. One might assume that scientists, regardless of discipline, use similar principles, resources, and reasoning to explain crosscutting phenomena. However, the context of complex natural systems can profoundly impact the knowledge activated. In this study, we used the theoretical lens of framing to explore how experts from different disciplines reasoned about a crosscutting phenomenon. Using interviews conducted with faculty ( n = 10) in biology, physics, and engineering, we used isomorphic tasks to explore the impact of item context features (i.e., blood or water) on how faculty framed and reasoned about fluid dynamics, a crosscutting concept. While faculty were internally consistent in their reasoning across prompts, biology experts framed fluid dynamics problems differently than experts in physics and engineering and, as a result, used different principles and resources to reach different conclusions. These results have several implications for undergraduate learners who encounter these cross-disciplinary topics in all of their STEM courses. If each curriculum expects students to develop different reasoning strategies, students may struggle to build a coherent, transferable understanding of crosscutting phenomena.
机译：国家改变本科教室的呼吁突出了科学，技术，工程和数学（Stew）日益跨学科的性质。作为生物学家，我们使用化学和物理学的原则来理解自然世界。人们可能会假设科学家们，无论纪律，都使用类似的原则，资源和推理来解释横切现象。然而，复杂的自然系统的背景可以深刻地影响激活的知识。在这项研究中，我们使用了框架的理论镜头来探索来自不同学科的专家如何应对横切现象。在生物学，物理和工程中使用教师（n = 10）进行的采访，我们使用了同构探讨了项目上下文特征（即血液或水）对教师框架的影响和推理关于流体动力学，横切概念的影响。虽然教师在内部符合他们的推理时，但生物专家在物理和工程专家中涉及流体动力学问题，并且因此使用不同的原则和资源来达到不同的结论。这些结果对本科学习者有几种影响，他们在所有Stem课程中遇到这些跨学科主题。如果每个课程都希望学生培养不同的推理策略，学生可能会努力建立一个连贯的，可转移的对横切现象的理解。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号