学生音乐与物理知识整合的网络词汇分析

中文摘要 AI 辅助

入门物理学生受益于学习将新的物理知识与他们兴趣相关的先前知识进行整合。提供高认知能动性的写作任务可以促进这种整合，并为定性分析提供丰富的产物。物理教育研究者越来越有兴趣使用基于计算机的文本分析来研究此类产物。在本文中，我们使用词汇方法在音乐物理课程中的书面作业中寻找知识整合的证据。这些作业要求学生向外部受众传达一个清晰且连贯的叙述，综合音乐和物理的概念。为了应用这种方法，我们首先建立了一个音乐、物理和整合关键词的词汇表，这些关键词由10名学生在6个写作作业中使用。然后，我们根据每个作业中关键词彼此接近的使用情况，在一系列网络图中可视化这种词汇使用。我们发现，学生最强烈地使用与声音的物理结构（声音、频率和波）相关的关键词来连接音乐和物理的思想。将这些方法应用于每个作业提示及其产生的学生提交，我们发现，在认知能动性较低（根据我们教授课程的经验进行定性评估）的作业中，学生主要遵循作业提示所建模的整合示例，但在认知能动性较高的作业中，他们更大程度地探索了音乐-物理整合。我们利用这一分析为围绕学生兴趣的入门物理课程提供教学贡献，通过说明量化认知能动性的手段提供理论贡献，以及补充文本分析并提供此类方法所寻求的可扩展性的方法论贡献。

英文摘要

Introductory physics students benefit from learning to integrate new physics knowledge with prior knowledge related to their interests. Writing assignments that offer high epistemic agency can foster this integration, and provide rich artifacts for qualitative analysis. Physics education researchers are increasingly interested in studying such artifacts using computer-based textual analysis. In this paper, we use lexical methods to look for evidence of knowledge integration in written assignments from a Physics of Music course. These assignments require students to communicate to an external audience a clear and cohesive narrative that synthesizes concepts from music and physics. To apply this methodology, we first establish a lexicon of music, physics, and integrated keywords that 10 students used across 6 writing assignments. Then, we visualize this word usage in a series of network diagrams based on which keywords were used in proximity to each other in each assignment. We find that students most strongly connected ideas from music and physics using keywords related to the physical structure of sound (sound, frequency, and wave). Applying these methods to each assignment prompt and its resulting student submissions, we find that, in assignments with a lower degree of epistemic agency (assessed qualitatively by our experience teaching the course), students primarily followed the example of integration modeled by the assignment prompt, but in assignments with a higher degree of epistemic agency, they explored music-physics integration to a greater degree. We use this analysis to offer a pedagogical contribution to introductory physics courses centered around students' interests, a theoretical contribution by illustrating a means of quantifying epistemic agency, and a methodological contribution that complements textual analysis and offers the scalability sought in such approaches.

发表机构

• University of North Florida（北佛罗里达大学）

机构由 AI 辅助整理，请以论文原文为准。