多重内部表征对上下文丰富教学的影响
The effect of multiple internal representations on context rich instruction
摘要：
本文提出了一个关于多重内部心理表征的理论模型--n-编码。的n-编码结构是从认知和成像研究的回顾，建议独立的信息处理沿不同的方式：口头，视觉，动觉，社会等的研究测试的有效性的n-编码结构的代数为基础的力学课程。四个部分不同的水平的n-编码的机会进行了比较。除了传统的指令部分作为对照组，其余三个治疗部分的每一个都给予上下文丰富的问题后，“合作组解决问题”的方法，不同的水平的n-编码的机会，设计到他们的实验室环境。为了衡量结构的有效性，解决问题的技能进行了评估，是使用力概念量表的概念学习。然而，考虑到学生对概念的信心，制定了一些新的措施，以完善学生的学习情况。结果表明，使用开发的n-编码结构设计的上下文丰富的环境可以产生学习收益的问题解决，概念知识和概念的信心。
英文摘要：
This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.
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。
