认知对不同理科专业学生群体问题解决的影响
Epistemic Impact on Group Problem Solving for Different Science Majors
摘要：
认知学徒制的实施在介绍物理实验室组解决问题的练习可能会减轻对非物理科学专业的物理认识的观点。力概念量表（FCI）和科罗拉多州科学学习态度调查（CLASS）的39名学生的第一学期基于代数的入门物理课程的定量前后期数据，同时描述了传统格式课程的典型结果（g = +0.14），提示健康科学专业和生命科学专业学生的认识观存在差异，这可能与前后概念理解。视听数据的学生实验室小组工作的背景丰富的问题和学生的书面反映描述了每个组的典型动态和调用认知游戏。我们研究了基于框架的方向（生物专业的青睐）和基于性能的方向（计算机科学，化学和健康科学专业的青睐）对前-后态度调查性能的影响。我们还研究了这些取向与个人定量调查结果的可能相关性，以及与实验室小组选择认知游戏的定性视听数据的相关性。
英文摘要：
Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept Inventory (FCI) and Colorado Learning Attitudes About Science Survey (CLASS) of 39 students of a first-semester algebra-based introductory physics course, while describing typical results for a traditional-format course overall (g = +0.14), suggest differences in epistemic views between health science majors and life science majors which may correlate with differences in pre-post conceptual understanding. Audiovisual data of student lab groups working on a context-rich problem and students' written reflections described each group's typical dynamics and invoked epistemic games. We examined the effects of framework-based orientation (favored by biology majors) and performance-based orientation (favored by computer science, chemistry, and health science majors) on pre-post attitude survey performance. We also investigated possible correlations of these orientations with individual quantitative survey results, and with qualitative audiovisual data of lab groups' choice of epistemic games.
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