论文标题
学生认识论框架对需要代表性一致性的任务的影响
The impact of students' epistemological framing on a task requiring representational consistency
论文作者
论文摘要
在同一概念的不同表示形式（例如，从数学到图形表示）之间灵活转变的能力是专业知识的标志。先前的研究表明，许多介绍性的物理学生表现出缺乏代表性的一致性，例如，在同一情况下，他们可以构建两种相同概念的表示，而这些概念彼此不一致。在此案例研究中，我们要求学生在涉及带球对称性的高斯定律的情况下为电场构建两种表示形式（电荷指导球被带电的球形外壳包围）。先前的研究还表明，这种类型的问题导致许多学生构建与彼此不一致的表示。在这里，我们从与三个学生的个人访谈中提出了有关此问题的发现，这表明学生缺乏代表性的一致性可能部分归因于图形和数学表示触发的知识类型。在认知游戏框架术语中，要求学生在问题中构建（数学与图形）的两个表示可能导致他们缺乏代表性的一致性。
The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior research suggests that many introductory physics students show lack of representational consistency, e.g., they may construct two representations of the same concept in the same situation that are inconsistent with one another. In this case study, we asked students to construct two representations for the electric field for a situation involving Gauss's law with spherical symmetry (charge conducting sphere surrounded by charged conducting spherical shell). Prior research also suggests that this type of problem results in many students constructing representations that are not consistent with one another. Here we present findings from individual interviews with three students about this problem which suggest that students' lack of representational consistency may be partly attributed to the type of knowledge that the graphical and mathematical representations trigger. In the epistemic games framework terminology, the two representations students are asked to construct (mathematical vs. graphical) in the problem may contribute to their lack of representational consistency.
