{"title":"模型、语言和表征:基于细胞呼吸教学研究的哲学思考","authors":"Martín Pérgola, Lydia Galagovsky","doi":"10.1007/s10698-022-09444-9","DOIUrl":null,"url":null,"abstract":"<div><p>Mental model construction is supposed to be a useful cognitive devise for learning. Beyond human capacity of constructing mental models, scientists construct complex explanations about phenomena, named scientific or theoretical models. In this work we revisit three vissions: the first one concern about the polisemic term “model”. Our proposal is to discriminate between “mental models” and “explicit models”, being the former those “imaginistic” ideas constructed in scientists’—o teachers—minds, and the latter those teaching devices expressed in different languages that tend to communicate any “scientific model”. From this point of view, the class is considered a place where teachers’ mental models should be learned by novice students by decoding their teaching devices which are expressed in different languages. Other proposal of this work claims to distinguish the term “representation” with respect to its artistical or instrumental origin, highlighting that they are types of teaching devices and that artistical representations are always analogies. Finally, data about the construction of freshmen’s wrong mental models related to the use of the analogy between the chemical combustion and the global process of cellular respiration from glucose is presented to reinforce previous epistemological reflections.</p></div>","PeriodicalId":568,"journal":{"name":"Foundations of Chemistry","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Models, languages and representations: philosophical reflections driven from a research on teaching and learning about cellular respiration\",\"authors\":\"Martín Pérgola, Lydia Galagovsky\",\"doi\":\"10.1007/s10698-022-09444-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Mental model construction is supposed to be a useful cognitive devise for learning. Beyond human capacity of constructing mental models, scientists construct complex explanations about phenomena, named scientific or theoretical models. In this work we revisit three vissions: the first one concern about the polisemic term “model”. Our proposal is to discriminate between “mental models” and “explicit models”, being the former those “imaginistic” ideas constructed in scientists’—o teachers—minds, and the latter those teaching devices expressed in different languages that tend to communicate any “scientific model”. From this point of view, the class is considered a place where teachers’ mental models should be learned by novice students by decoding their teaching devices which are expressed in different languages. Other proposal of this work claims to distinguish the term “representation” with respect to its artistical or instrumental origin, highlighting that they are types of teaching devices and that artistical representations are always analogies. Finally, data about the construction of freshmen’s wrong mental models related to the use of the analogy between the chemical combustion and the global process of cellular respiration from glucose is presented to reinforce previous epistemological reflections.</p></div>\",\"PeriodicalId\":568,\"journal\":{\"name\":\"Foundations of Chemistry\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Foundations of Chemistry\",\"FirstCategoryId\":\"92\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s10698-022-09444-9\",\"RegionNum\":3,\"RegionCategory\":\"化学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"HISTORY & PHILOSOPHY OF SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foundations of Chemistry","FirstCategoryId":"92","ListUrlMain":"https://link.springer.com/article/10.1007/s10698-022-09444-9","RegionNum":3,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"HISTORY & PHILOSOPHY OF SCIENCE","Score":null,"Total":0}
Models, languages and representations: philosophical reflections driven from a research on teaching and learning about cellular respiration
Mental model construction is supposed to be a useful cognitive devise for learning. Beyond human capacity of constructing mental models, scientists construct complex explanations about phenomena, named scientific or theoretical models. In this work we revisit three vissions: the first one concern about the polisemic term “model”. Our proposal is to discriminate between “mental models” and “explicit models”, being the former those “imaginistic” ideas constructed in scientists’—o teachers—minds, and the latter those teaching devices expressed in different languages that tend to communicate any “scientific model”. From this point of view, the class is considered a place where teachers’ mental models should be learned by novice students by decoding their teaching devices which are expressed in different languages. Other proposal of this work claims to distinguish the term “representation” with respect to its artistical or instrumental origin, highlighting that they are types of teaching devices and that artistical representations are always analogies. Finally, data about the construction of freshmen’s wrong mental models related to the use of the analogy between the chemical combustion and the global process of cellular respiration from glucose is presented to reinforce previous epistemological reflections.
期刊介绍:
Foundations of Chemistry is an international journal which seeks to provide an interdisciplinary forum where chemists, biochemists, philosophers, historians, educators and sociologists with an interest in foundational issues can discuss conceptual and fundamental issues which relate to the `central science'' of chemistry. Such issues include the autonomous role of chemistry between physics and biology and the question of the reduction of chemistry to quantum mechanics. The journal will publish peer-reviewed academic articles on a wide range of subdisciplines, among others: chemical models, chemical language, metaphors, and theoretical terms; chemical evolution and artificial self-replication; industrial application, environmental concern, and the social and ethical aspects of chemistry''s professionalism; the nature of modeling and the role of instrumentation in chemistry; institutional studies and the nature of explanation in the chemical sciences; theoretical chemistry, molecular structure and chaos; the issue of realism; molecular biology, bio-inorganic chemistry; historical studies on ancient chemistry, medieval chemistry and alchemy; philosophical and historical articles; and material of a didactic nature relating to all topics in the chemical sciences. Foundations of Chemistry plans to feature special issues devoted to particular themes, and will contain book reviews and discussion notes. Audience: chemists, biochemists, philosophers, historians, chemical educators, sociologists, and other scientists with an interest in the foundational issues of science.