牛顿概念的U形发展：对教学设计和研究实践的启示
U-Shaped development of Newtonian concepts: Implications for pedagogical design and research practice
摘要：
在2002年至2004年，佐治亚理工学院的设计学习\texttrademark小组进行了一项调查，定性牛顿概念的发展作为时间的函数。我描述的课堂环境和方法，本次调查，涉及协调的多项措施，包括诊断测验，结构化访谈，人种学观察类和性能评估。本文特别关注的结果，从诊断测验，依靠其他措施作为支持证据。我提出了令人信服的证据，从这些数据的概念收益。我还表明，当看起来更详细，有一个明确的非单调的概念发展过程中，有一个明显的理解明显的回归期后，明显令人满意的理解。我认为以前的工作，这种影响从发展心理学，并提出一个假设来解释它的存在，在这个数据。然后，我考虑如何认知模型收敛到一个类似的解释，并在此过程中对比这种解释与目前现存的解释相关的工作中的干扰效应。最后，我考虑这种影响的教学设计和研究实践的影响。
英文摘要：
In the years 2002-2004, the Learning by Design\texttrademark group at Georgia Tech conducted an investigation of the development of qualitative Newtonian concepts as a function of time. I describe the classroom context and method for this investigation, involving the coordination of multiple measures including diagnostic quizzes, structured interviews, ethnographic observations in class and performance assessments. This paper specifically concerns the results from the diagnostic quizzes, relying on other measures as supporting evidence. I present convincing evidence of conceptual gains from that data. I also show that when looked at in more detail, there is a clear non-monotonic conceptual development process in which there is a period of apparent regression of understanding following apparent satisfactory understanding. I consider prior work on this effect from developmental psychology, and propose a hypothesis to explain its presence in this data. I then consider how cognitive models converge on a similar explanation, and in the process contrast this interpretation with the currently extant interpretation of related work in terms of an interference effect. I close with consideration of implications of this effect for both pedagogical design and research practice.
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。
