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首页> 外文期刊>International research in geographical and environmental education >Conceptual Change in Physical Geography and Environmental Sciences through Mental Model Building: The Example of Groundwater
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Conceptual Change in Physical Geography and Environmental Sciences through Mental Model Building: The Example of Groundwater

机译：通过心智模型构建对自然地理学和环境科学的概念变化：地下水的例子

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This research tested the hypothesis that students' erroneous mental models about groundwater will change towards more valid concepts if they are taught on the basis of a mental model-building strategy that focuses on the clarification of students' misconceptions. To examine the hypothesis a quasi-experimental research design was chosen. The methodology adopted in the study used both qualitative and quantitative methods. To promote conceptual change, a teaching and learning approach aiming at mental model building developed by Taylor et al. (2003) was adopted in the experimental group, while the control group was taught in a traditional lecture style. The procedure was applied to investigate the mental models of 30 German undergraduate teacher education students in geography. More than 75% of the students' conceptions were either unclear or incorrect, based on simple, 'common sense' views of groundwater deposits. After the intervention the experimental group revealed significantly fewer misconceptions in their mental models about groundwater than did the control group. Teaching and learning by the mental model-building approach therefore seems to help undergraduate students to improve and refine their mental models of the abstract concept of groundwater occurrence in natures. The findings also suggest that the mental model-building approach could be a feasible strategy to induce conceptual change of other natural and cultural phenomena in geography and environmental sciences.
机译：这项研究检验了这样一个假设：如果在基于旨在澄清学生误解的心理模型构建策略的基础上进行教学，学生错误的地下水心理模型将转变为更有效的概念。为了检验该假设，选择了一个准实验研究设计。研究中采用的方法既使用定性方法又使用定量方法。为了促进观念上的改变，泰勒等人开发了一种针对心理模型构建的教学方法。 （2003）被采用在实验组中，而对照组则以传统的讲课方式进行教学。该程序用于调查30名德国本科师范地理教育学生的心理模型。基于简单的，“常识”的地下水沉积物观点，超过75％的学生的概念是不清楚或不正确的。干预后，实验组显示出他们对地下水的心理模型方面的误解明显少于对照组。因此，通过心理模型构建方法进行的教学似乎可以帮助大学生改善和完善他们对自然界中地下水发生抽象概念的心理模型。研究结果还表明，建立心理模型的方法可能是诱发地理和环境科学中其他自然和文化现象概念变化的可行策略。

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