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首页> 外文期刊>Research in Science Education >Thinking Like a Scientist: Using Vee-Maps to Understand Process and Concepts in Science
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Thinking Like a Scientist: Using Vee-Maps to Understand Process and Concepts in Science

机译：像科学家一样思考：使用Vee地图了解科学中的过程和概念

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摘要

It is considered important for students to participate in scientific practices to develop a deeper understanding of scientific ideas. Supporting students, however, in knowing and understanding the natural world in connection with generating and evaluating scientific evidence and explanations is not easy. In addition, writing in science can help students to understand such connections as they communicate what they know and how they know it. Although tools such as vee-maps can scaffold students’ efforts to design investigations, we know less about how these tools support students in connecting scientific ideas with the evidence they are generating, how these connections develop over time, or how writing can be used to encourage such connections. In this study, we explored students’ developing ability to reason scientifically by examining the relationship between students’ understanding of scientific phenomena and their understanding of how to generate and evaluate evidence for their ideas in writing. Three high school classes completed three investigations. One class used vee-mapping each time, one used vee-mapping once, and one did not use vee-mapping. Students’ maps and written reports were rated for understanding of relevant science procedural and conceptual ideas. Comparisons between groups and over time indicate a positive relationship between improved procedural and conceptual understanding. Findings also indicate that improved procedural understanding preceded improved conceptual understanding, and thus, multiple experiences were needed for students to connect evidence and explanation for science phenomena.
机译：对于学生来说，参与科学实践以加深对科学思想的理解被认为很重要。但是，要支持学生在生成和评估科学证据和解释方面了解和理解自然世界并不容易。此外，科学写作可以帮助学生在交流自己所知道的知识和方式时理解这种联系。尽管诸如vee-maps之类的工具可以支撑学生进行调查设计的努力，但我们对这些工具如何支持学生将科学观念与他们所生成的证据联系起来，这些联系如何随着时间发展或如何用于写作而知之甚少。鼓励这种联系。在这项研究中，我们通过检查学生对科学现象的理解与他们对如何产生和评估其书面思想证据的理解之间的关系，来探索学生进行科学推理的能力。三个高中班完成了三个调查。一类每次使用vee映射，一类使用vee映射一次，而一类不使用vee映射。评估学生的地图和书面报告是为了了解相关的科学程序和概念。各组之间以及随着时间的推移进行的比较表明，改进的程序性和概念性理解之间存在积极关系。研究结果还表明，对程序的理解要先于对概念的理解，因此，学生需要多次经验才能将证据和科学现象的解释联系起来。

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