利用术语联想探究物理专业学生的概念知识结构
Probing physics students' conceptual knowledge structures through term association
摘要：
传统的物理测验不能有效地诊断学生物理知识的内容和结构。作为一种可能的替代方案，一组术语关联任务（“ConMap”任务）的开发，以探索学生的概念知识的存储内的互连。这些任务让学生自发地对一个术语或问题或主题领域做出反应，并有一系列相关的术语;反应术语和输入时间数据被捕获。这些任务在物理导论学生身上进行了尝试，初步调查表明，这些任务能够引出关于他们知识结构的信息。具体来说，通过任务收集的数据类似于手绘概念图任务产生的数据，具有与课堂考试表现相关的测量值，并且对课堂上主题覆盖所产生的学习敏感。虽然结果是初步的，只是建议，任务值得进一步研究的学生知识评估工具和认知建模工作的实验数据来源。
英文摘要：
Traditional tests are not effective tools for diagnosing the content and structure of students' knowledge of physics. As a possible alternative, a set of term-association tasks (the "ConMap" tasks) was developed to probe the interconnections within students' store of conceptual knowledge. The tasks have students respond spontaneously to a term or problem or topic area with a sequence of associated terms; the response terms and timeof- entry data are captured. The tasks were tried on introductory physics students, and preliminary investigations show that the tasks are capable of eliciting information about the stucture of their knowledge. Specifically, data gathered through the tasks is similar to that produced by a hand-drawn concept map task, has measures that correlate with inclass exam performance, and is sensitive to learning produced by topic coverage in class. Although the results are preliminary and only suggestive, the tasks warrant further study as student-knowledge assessment instruments and sources of experimental data for cognitive modeling efforts.
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。
