在群体问题解决过程中，规定的任务是否促进了意义建构？
Do Prescribed Prompts Prime Sensemaking During Group Problem Solving?
摘要：
许多研究者和教科书都提倡使用硬性规定的策略来鼓励新手学生发展专家式的问题解决行为。不列颠哥伦比亚大学为非物理专业学生开设的基于代数的入门课程使用了具有规定六步策略的上下文丰富问题。我们对小组解决问题的录音进行了编码，以分析学生基于讨论的内隐目标的认识论框架。通过把“理解情境的物理学”作为意义建构的目标，我们认为规定的问题解决提示不足以引发随后的意义建构讨论。
英文摘要：
Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The University of British Columbia's introductory algebra-based course for non-physics majors uses Context-Rich problems with a prescribed six-step strategy. We have coded audio recordings of group problem-solving sessions to analyze students' epistemological framing based on the implicit goal of their discussions. By treating the goal of "understanding the physics of the situation" as sensemaking, we argue that prescribed problem-solving prompts are not sufficient to induce subsequent sensemaking discussion.
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。
