从认识论和情感动力学的耦合角度理解学生的困难
Understanding students' difficulties in terms of coupled epistemological and affective dynamics
摘要：
一个既定的文学机构表明，学生的影响可以联系到她的认识论立场[1]。在这些文献中，认识论通常被认为是对一门学科的信念或立场，而情感立场则广泛适用于一门学科或课堂文化。然而，第二个新兴的研究表明，一个给定学科的学生可以在多个局部连贯的认识论立场之间转换[2]。为了开始将这两个文学机构，对长期目标的影响纳入细粒度模型的时刻认知动力学，我们提出了一个案例研究的“朱迪”，本科工程专业。我们认为，一个细粒度的方面朱迪的影响，她的烦恼在一个特定的家庭作业的问题，稳定的上下文依赖的认识论的立场，她显示，关于一个不可逾越的鸿沟，她认为存在于真实和理想的电路。
英文摘要：
An established body of literature shows that a student's affect can be linked to her epistemological stance [1]. In this literature, the epistemology is generally taken as a belief or stance toward a discipline, and the affective stance applies broadly to a discipline or classroom culture. A second, emerging line of research, however, shows that a student in a given discipline can shift between multiple locally coherent epistemological stances [2]. To begin uniting these two bodies of literature, toward the long-term goal of incorporating affect into fine-grained models of in-the-moment cognitive dynamics, we present a case study of "Judy", an undergraduate engineering major. We argue that a fine-grained aspect of Judy's affect, her annoyance at a particular kind of homework problem, stabilizes a context-dependent epistemological stance she displays, about an unbridgeable gulf she perceives to exist between real and ideal circuits.
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。
