AI 中文总结
该研究针对物理概念调查仅关注正确答案的问题，提出转移矩阵分析方法，结合资源模型框架，通过分析DIRECT调查的学生回答，探究教学对学生认知资源激活一致性的影响。
AI 中文摘要
多项选择题形式的概念调查已被开发出来，用于测试教学干预对学生物理知识理解的影响。这类调查主要以预测试和后测试的形式实施，通过分析以获取成绩提升情况。然而，仅关注每个问题的正确答案会忽略错误选项，而错误选项能够为我们提供学生知识结构的稳定性和一致性信息。根据资源模型框架，学生的每个具体回答都可能反映出在当前情境下被激活和运用的特定认知资源。因此，在教学前后实施概念调查可以展示教学如何影响学生在不同情境下对不同认知资源的激活。在资源框架的指导下，我们提出了一种转移矩阵分析方法，用于分析通过概念调查收集的数据，以研究教学如何影响学生认知资源激活的一致性。为了提供概念验证，我们通过分析课堂研究中学生对DIRECT调查中部分问题的回答，展示了如何使用该方法。
英文摘要
Conceptual surveys of multiple choice format have been developed to test the effect of pedagogical interventions on students understanding of physics knowledge. Predominantly, they are administered in pre and posttest settings and analyzed to obtain a performance gain. However, focusing on the correct answers to each question alone ignores the incorrect options which could inform us the stability and coherency of the knowledge structure of students. According to the resource model framework, each specific answer from students could reflect a specific cognitive resource being activated and implemented in the context at hand. Consequently, conceptual surveys could demonstrate how instruction could affect the activation of different cognitive resources of students in a variety of contexts when administered before and after instruction. Guided by the resources framework, we propose a transition matrix analysis to analyze data collected through conceptual surveys to investigate how instruction affects the consistency of cognitive resources activation by students. To provide proof of concept, we demonstrated how to utilize this method by analyzing students responses to a subset of questions from the DIRECT survey in a classroom study.
