惊喜啊！让学生远离物理实验室中的模型验证框架
Surprise! Shifting students away from model-verifying frames in physics labs
摘要：
框架影响学生如何解释，方法和完成任务。然而，我们对学生如何在物理实验室中设计任务知之甚少。在旨在教学生建模和批判性思维与数据的序列的第一个实验室，学生测试一个简单的钟摆模型，打破了改进的测量。使用实验室视频和后续访谈，我们发现学生频繁使用的模型验证框架，大大干扰了教学目标。我们提出了一个案例研究分析的两个学生谁接近实验室的模型验证框架，从事有问题的行为，包括有问题的研究实践，但后来改变他们的框架，以适应目标与教学意图一致。随着教师将他们的教学实验室转变为开放式探究体验，直接挑战模型验证框架的活动可能会使学生从这个有问题的框架转向支持他们参与真实实验的框架。
英文摘要：
Framing affects how students interpret, approach, and accomplish tasks. Little is known, however, about how students frame tasks in physics labs. During the first lab of a sequence designed to teach students about modeling and critical thinking with data, students test a simple model of a pendulum that breaks down with improved measurements. Using in-lab video and follow-up interviews, we identified students' frequent use of a model-verifying frame that substantially interferes with the instructional goals. We present a case study analysis of two students who approach the lab with a model-verifying frame, engage in problematic behaviors including questionable research practices, but later shift their frames to accommodate goals aligned with instructional intention. As instructors transition their instructional labs to open-inquiry experiences, an activity that directly challenges the model-verifying frame may be productive for shifting students away from this problematic frame to one that supports their engagement in authentic experimentation.
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。
