利用计算模型在小学科学课堂上发展口译
Development of Disciplined Interpretation Using Computational Modeling in the Elementary Science Classroom
摘要：
对科学家建立模型的研究表明，科学模型的发展涉及大量的主观性。然而，学校环境中的科学通常强调过于客观和理性的观点。在本文中，我们认为专注于纪律解释的发展作为一种认识和代表性的做法，逐步深化学生的计算建模科学的价值，而不是贬低，建模经验的主观性。我们报告的结果，从一项研究中，四年级的孩子在整个学年从事计算建模。我们提出了三个突出的主题，学生的纪律解释的发展，他们的发展计算建模作为一种看待和做科学的方式。
英文摘要：
Studies of scientists building models show that the development of scientific models involves a great deal of subjectivity. However, science as experienced in school settings typically emphasizes an overly objective and rationalistic view. In this paper, we argue for focusing on the development of disciplined interpretation as an epistemic and representational practice that progressively deepens students' computational modeling in science by valuing, rather than deemphasizing, the subjective nature of the experience of modeling. We report results from a study in which fourth grade children engaged in computational modeling throughout the academic year. We present three salient themes that characterize the development of students' disciplined interpretations in terms of their development of computational modeling as a way of seeing and doing science.
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