Supporting the acquisition of principle-based cognitive skills in physics: The interplay of guided discovery, interleaved study, and cooperative learning

支持获得基于原理的物理学认知技能：引导发现、交叉学习和合作学习的相互作用

• 批准号: 495697204
• 负责人: Professor Dr. Roland Berger
• 金额: --
• 依托单位: Institut für Psychologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/495697204?language=en
• 关键词: Supporting; acquisition; principle; based; cognitive

Students’ acquisition of complex scientific concepts requires the comprehension of the underlying principles as well as intensive practice. In the school context, these two goals necessitate the combination of various learning phases in which favorable learning processes are effectively supported through appropriate instructional implementation. To promote lasting learning of principle-based concepts in physics, the present proposal addresses two desirable difficulties. The first learning phase focuses on generating physical laws through guided discovery, whereas the subsequent second learning phase focuses on interleaved learning with the goal of practicing and discriminating similar concepts. In addition, the potential benefits of student cooperation on the effectiveness of both desirable difficulties will be investigated. Accordingly, the interaction of cooperative (vs. individual) learning with both guided discovery (vs. instructional explanation; study 1) as well as interleaving (vs. blocked study; study 2) will be analyzed. The research project is based on important topics for 12th grade physics classes, namely the motion of charge carriers in electric and magnetic fields. Both learning phases – the guided discovery of the direction of force in the magnetic field as well as its discrimination from the electric field – are predicated on a serious game, which was developed for the project. Pre-, post and follow up performance tests will allow the study of the interaction of cooperation with guided discovery on the one hand, and interleaved learning on the other. In addition, the student’s oral communication is recorded and analyzed regarding co-constructive or transactive utterances. The results of the proposed studies will provide important insights into how to support the lasting acquisition of principle-based scientific concepts.

学生获得复杂的科学概念需要理解基本原理以及在学校进行强化实践，这两个目标需要将各个学习阶段结合起来，通过适当的教学实施来有效支持有利的学习过程。为了持久学习物理学中基于原理的概念，当前的建议解决了两个理想的困难：第一个学习阶段侧重于通过引导发现生成物理定律，而随后的第二个学习阶段侧重于交叉学习，其目标是练习和区分相似的概念。此外，潜在的好处因此，将调查学生合作（与个人）学习与引导发现（与教学解释；研究 1）以及交错（与阻塞学习；研究 2）的相互作用。 ）将进行分析，该研究项目基于 12 年级物理课程的重要主题，即电荷载流子在电场和磁场中的运动——引导发现磁场中的力的方向。它与电的区别场 - 以一个严肃的游戏为基础，该游戏是为该项目开发的，一方面可以研究与引导发现的合作，另一方面可以研究交叉学习。此外，学生的口头交流会被记录并分析关于共同建构或交互性话语的内容。所提出的研究结果将为如何支持基于原则的科学概念的持久获取提供重要的见解。