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首页> 外文期刊>Journal of research in science teaching >The Role of Scientific Modeling Criteria in Advancing Students' Explanatory Ideas of Magnetism
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The Role of Scientific Modeling Criteria in Advancing Students' Explanatory Ideas of Magnetism

机译：科学建模标准在促进学生的磁性解释中的作用

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摘要

Student construction of models is a strong focus of current research and practice in science education. In order to study in detail the interactions between students' model generation and evaluation and their development of explanatory ideas to account for magnetic phenomena, a multi-session teaching experiment was conducted with a small number of fifth grade students. Two small groups received full scaffolding, and two small groups received partial scaffolding. Students in both fully and partially scaffolded groups were asked to make their own predictions, observations, and explanations for scientific phenomena. Then they were asked to elaborate individual ideas and discuss with others in order to select or develop the best group consensus model and to compare their current group model with their previous group models. Only fully scaffolded groups were explicitly asked to consider the scientific modeling criteria of visualization and explanatory power. Through reflection on their explanations using these modeling criteria, most students in the fully scaffolded groups gradually developed, evaluated, and revised their explanations to coherent and sophisticated explanatory models. By contrast, none of the students in the partially scaffolded groups, who relied only on self-generated model evaluation criteria, revised their original fragmented ideas toward more coherent and sophisticated explanations. Through a detailed analysis of the evolution of the students' thinking in both fully and partially scaffolded groups, we explore the ways in which the explicit scaffolding of the scientific modeling criteria seemed to aid in the evolution of their ideas toward more sophisticated and coherent explanatory models. (C) 2015 Wiley Periodicals, Inc.
机译：学生构建模型是当前科学教育研究和实践的重点。为了详细研究学生的模型生成与评估之间的相互作用以及他们解释磁性现象的解释性思想的发展，我们对少数五年级学生进行了多阶段的教学实验。两个小组接受了完整的脚手架，而两个小组接受了部分脚手架。要求完全和部分棚架小组的学生对科学现象做出自己的预测，观察和解释。然后，他们被要求阐述个人想法并与他人讨论，以选择或发展最佳的群体共识模型，并将他们当前的群体模型与以前的群体模型进行比较。明确要求只有脚手架完整的小组考虑可视化和解释能力的科学建模标准。通过使用这些建模标准对自己的解释进行反思，大多数处于脚手架的学生逐渐发展，评估并修改了他们的解释，以形成连贯而复杂的解释模型。相比之下，部分依靠脚手架的学生中没有一个仅依靠自我生成的模型评估标准，而是将他们最初的零散想法修改为更加连贯和复杂的解释。通过详细分析学生在完全和部分脚手架小组中的思维演变，我们探索了科学建模标准的明确脚手架似乎有助于他们的思想向更复杂和连贯的解释模型发展的方式。 。 （C）2015年Wiley Periodicals，Inc.

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