学生行为与认知框架：以物理合作主动学习活动为例
Student Behavior and Epistemological Framing: Examples from Collaborative Active-Learning Activities in Physics
摘要：
参与者对活动性质的理解问题已经在人类学和社会语言学中用框架和框架的概念得到了解决。例如，学生可以将学习活动框定为意义建构的机会或填写工作表的作业。学生对活动性质的理解影响到她注意到什么，她获得什么知识，以及她认为如何行动。先前的分析主要在与言语行为相关的语言标记中发现了框架的证据。在本文中，我们表明，在学生的行为容易观察到的特征框架有有用的证据。我们应用这种观察方法来探索动态行为，框架，和学生推理的概念实质的背景下，在大学物理入门课程的协作主动学习活动。
英文摘要：
Questions of participant understanding of the nature of an activity have been addressed in anthropology and sociolinguistics with the concepts of frames and framing. For example, a student may frame a learning activity as an opportunity for sensemaking or as an assignment to fill out a worksheet. The student's understanding of the nature of the activity affects what she notices, what knowledge she accesses, and how she thinks to act. Previous analyses have found evidence of framing primarily in linguistic markers associated with speech acts. In this paper, we show that there is useful evidence of framing in easily observed features of students' behavior. We apply this observational methodology to explore dynamics among behavior, framing, and the conceptual substance of student reasoning in the context of collaborative active-learning activities in an introductory university physics course.
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