物理合作学习中学生行为与推理的动态变化
The Dynamics of Students' Behaviors and Reasoning during Collaborative Physics Tutorial Sessions
摘要：
我们调查学生的行为（姿势，手势，语音寄存器，视觉焦点）的动态和他们的推理的实质内容在协作工作的探究式物理教程。Scherr将辅导期间的学生活动描述为由急剧转变分开的可观察的行为集群，并认为这些行为模式反映了学生对他们正在做的事情的认识论框架，即，他们对知识的认知。我们使用Russ的框架分析了学生在几个辅导课程中的言语推理，发现某些行为模式与学生解释的科学质量之间存在很强的相关性。我们认为，这是由于一个动态耦合的学生如何表现，他们如何框架的活动，以及他们如何在该活动的原因。这一分析支持了早期关于行为与认识论之间存在动态关系的主张。我们讨论了研究和教学的影响。
英文摘要：
We investigate the dynamics of student behaviors (posture, gesture, vocal register, visual focus) and the substance of their reasoning during collaborative work on inquiry-based physics tutorials. Scherr has characterized student activity during tutorials as observable clusters of behaviors separated by sharp transitions, and has argued that these behavioral modes reflect students' epistemological framing of what they are doing, i.e., their sense of what is taking place with respect to knowledge. We analyze students' verbal reasoning during several tutorial sessions using the framework of Russ, and find a strong correlation between certain behavioral modes and the scientific quality of students' explanations. We suggest that this is due to a dynamic coupling of how students behave, how they frame an activity, and how they reason during that activity. This analysis supports the earlier claims of a dynamic between behavior and epistemology. We discuss implications for research and instruction.
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