小学阶段的 tinkering：从事件到科学实践
Tinkering in Primary School: From Episode to Science Practice
AI总结：
本研究探讨了在小学课堂中通过 tinkering 整合物理教育的潜力与挑战，发现其能提升课堂动态和学生参与，但教师在应对相关科学问题上仍需进一步培训。
摘要：
本研究讨论将 tinkering（建构主义实践）整合到正规教育中的机会，突出其潜力和挑战。我们提出了一种模型，使教师能够在小学课堂中将 tinkering 的开放探索性质与结构化学习相结合，重点放在物理教育上。尽管受到疫情限制，但20名教师的反馈和鱼缸协议分析显示，tinkering 对课堂动态、教师参与度和学生知识获取有积极影响。我们的发现表明，tinkering 可以揭示相关的科学问题。然而，教师感觉在课堂上难以应对这些问题。这些证据将指导我们未来的共同设计，以提升学习体验并解决将 tinkering 整合到正规教育中的复杂性。
英文摘要：
This study discusses the opportunity to integrate tinkering, a constructionist practice, into formal education, highlighting its potential and challenges. We propose a model through which teachers can blend the open exploratory nature of tinkering with structured learning in primary school classrooms, focusing on Physics Education. Despite pandemic-induced limitations, feedback from 20 teachers and analysis of fishbowl protocols revealed the positive impact of tinkering on classroom dynamics, teacher engagement, and student access to knowledge. Our findings indicated that tinkering can surface relevant scientific questions. Nevertheless, teachers feel unprepared to tackle them in the classroom. This evidence will guide our future co-designs to enhance learning experiences and address the complexities of incorporating tinkering into formal education.
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。
