Rayendra Wahyu Bachtiar, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen
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引用次数: 0
Abstract
Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.
以往的研究已经证明,学生构建的表征(包括定格动画(SMA))在支持机械推理(MR)方面具有良好的效果,而机械推理被认为是科学教育中的一项基本思维技能。我们目前的研究从理论和实证角度介绍了学生构建的定格动画如何有助于促进机械推理。作为一个理论视角,我们提出了一个框架,假设MR要素与SMA的构建性质(即分块和排序)之间存在联系。然后,我们考察了这一框架与一项静电领域的多案例研究的一致性程度,该研究涉及五名中学生构建并使用自己的 SMA 作品进行推理。此外,我们还考察了学生在构建 SMA 前后的推理过程。实证研究结果表明,所有学生在进行分块和排序时,都能识别 MR 的基本要素,即实体和实体的活动。分块在促进学生确定静电现象的实体方面发挥了作用,而排序似乎能激发学生明确这些实体的活动。通过分析学生在构建 SMA 前后的推理,发现学生生成的 SMA 对学生保持 MR 的使用有潜在影响。本文还讨论了通过构建SMA来支持MR教学的意义。
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.