کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
8941755 | 1645023 | 2018 | 16 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Variable control and conceptual change: A large-scale quantitative study in elementary school
ترجمه فارسی عنوان
تغییر متغیر و تغییر مفهومی: مطالعه کمی در مقیاس کوچک در مدرسه ابتدایی
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کلمات کلیدی
تغییرات مفهومی، دبستان، استراتژی کنترل متغیرها، مدل سازی مخلوط، تجزیه و تحلیل گذار باقیمانده،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
We examined the predictive value and interplay of elementary school students' understanding of the control-of-variables strategy, a domain-general experimentation skill, and their prior content knowledge for subsequent conceptual knowledge acquisition and conceptual change. Trained teachers provided Nâ¯=â¯1809 first to sixth graders with 15 lessons of guided inquiry-based instruction on floating and sinking. We assessed understanding of the control-of-variables strategy before instruction, and conceptual content knowledge from before to after instruction. A mixture model analysis, specifically, a latent transition analysis, indicates that understanding of the control-of-variables strategy predicts content knowledge structure before instruction, and content knowledge development from before to after instruction. These findings corroborate lab-based research on the interplay of experimentation skills and content knowledge in inquiry settings and extend it to teacher-guided classroom instruction. We describe how learning pathways vary depending on students' understanding of the control-of-variables strategy and prior content knowledge, and discuss implications for learning and instruction.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 66, August 2018, Pages 38-53
Journal: Learning and Individual Differences - Volume 66, August 2018, Pages 38-53
نویسندگان
Peter A. Edelsbrunner, Lennart Schalk, Ralph Schumacher, Elsbeth Stern,