物理活动教学对学生持续性错误概念影响的推理分析
An inferential analysis of the effect of activity based physics instruction on the persistent misconceptions of lecture students
摘要：
研究表明，原有的错误观念对传统物理教育的有效性产生了负面影响。研究还表明，基于活动的教学提高了概念评估的后测分数。然而，基于活动的教学对学生的具体影响有预先存在的误解，讲座教学未能删除是一个重要的，但未回答的问题，由于不可能指导一个给定的学生通过两种不同的方法。本文对前后测的力和运动概念评价结果进行了错误对相同错误、错误对不同错误、错误对正确等表征，并提出了一种使用对错反应来推断基于活动的教学对讲课学生的影响的方法。结果表明，一个错误的，以同样的错误的反应，由一个讲座的学生将更有可能被转换为一个错误的，以正确的活动为基础的教学比将是一个错误的，以不同的错误的反应。这一结果与认知冲突作为活动课堂学习的辅助手段是一致的。
英文摘要：
Studies indicate that pre-existing misconceptions negatively impact the effectiveness of traditional physics education. Research has also shown that activity based instruction improves posttest scores on conceptual evaluations. However, the specific effect of activity based instruction on students who have pre-existing misconceptions that lecture instruction fails to remove is an important but unanswered question due to the impossibility of instructing a given student by two different methods. In this paper pre and posttest Force and Motion Conceptual Evaluation results are characterized in terms of wrong to same wrong, wrong to different wrong, wrong to right, etc., and a method of inferring the effect of activity based instruction on a lecture student using the right to wrong responses is presented. Results indicate that a wrong to same wrong response by a lecture student would be more likely to be converted to a wrong to right by activity based instruction than would be a wrong to different wrong response. This result is consistent with cognitive conflict as an aid to learning in activity based classes.
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。
