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Article de revue:
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ID no. (ISBN etc.): 0737-0008
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Clé de citation BibTeX: Slotta2006
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Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), p. p261.
Ajoutée par: Lynda Taabane 2008-02-20 15:44:38
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Catégories: apprentissage, Full text
Descripteurs: Difficulty Level; Physics; Heat; Light; Scientific Concepts; Science Instruction; Computer Assisted Instruction; Prediction; Teaching Methods; Concept Formation; Control Groups; Experimental Groups
Auteurs: Chi, Slotta
Collection: Cognition and Instruction
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Nombre de vues: 268
Popularité: 24.3%
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Résumé
Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the more veridical status of emergent processes. Conceptual change could thus be facilitated by training students in the appropriate ontology prior to physics instruction. We tested this prediction by developing a computer-based module whereby participants learned about emergent processes. Control participants completed a computer-based task that was uninformative with respect to ontology. Both groups then studied a physics text concerned with electricity, including explanations and a posttest. Verbal explanations and qualitative problem solutions revealed that experimental students gained a deeper understanding of electric current.
Ajoutée par: Lynda Taabane
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Informations supplémentaires en ligne :
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Idées
pdf dispo
Ajoutée par: Lynda Taabane
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