物理学习者本体的动态模型研究
The Case for Dynamic Models of Learners' Ontologies in Physics
摘要：
在一系列著名论文中，Chi和Slotta（Chi，1992; Chi & Slotta，1993; Chi，Slotta & de Leeuw，1994; Slotta，Chi & Joram，1995; Chi，2005; Slotta & Chi，2006）认为，学生学习物理困难的一个原因是他们认为概念是事物而不是过程，在这两个本体论范畴之间存在着一个重大的障碍。我们质疑这一观点，认为专家和新手的推理经常和富有成效地穿越本体论范畴。我们从日常，课堂和专业背景中引用例子来说明这一点。我们同意池和Slotta的教学应该参加学习者的本体，但我们发现这些本体更好地理解为动态和上下文相关的，而不是静态的约束。如Slotta和Chi所建议的那样，在物理教学中推广一种本体论描述可能会破坏新手获得他们带到学习中的生产性认知资源，并抑制他们向专家所需的动态本体论灵活性的过渡。
英文摘要：
In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than as processes, and that there is a significant barrier between these two ontological categories. We contest this view, arguing that expert and novice reasoning often and productively traverses ontological categories. We cite examples from everyday, classroom, and professional contexts to illustrate this. We agree with Chi and Slotta that instruction should attend to learners' ontologies; but we find these ontologies are better understood as dynamic and context-dependent, rather than as static constraints. To promote one ontological description in physics instruction, as suggested by Slotta and Chi, could undermine novices' access to productive cognitive resources they bring to their studies and inhibit their transition to the dynamic ontological flexibility required of experts.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
