论文标题
感官和科学建模：在物理问题解决方面分析的交织过程
Sensemaking and Scientific Modeling: Intertwined processes analyzed in the context of physics problem solving
论文作者
论文摘要
物理教育的研究人员倡导在科学课堂中进行建模以及促进学生参与感官的建模。这两个过程通过连接到一个人的现有思想来促进新知识的产生。尽管是两个不同的过程，但建模通常被描述为物理世界的感官。在当前的工作中，我们通过分析两个解决物理问题的学生的思维访谈，对建模和感官之间的相互作用进行明确的，基于框架的分析。一个学生完成任务时，另一个学生放弃了他们的方法。案例研究表明，建模和感觉过程的特定方面共发生。例如，问题声明中的“给定”信息的启动构成了学生与他们的心理模型的参与，以及他们解决理解不一致的尝试涉及使用外部表示。我们发现在建模方面经历的障碍可以抑制学生的持续性感。这些结果建议将来研究通过促进建模实践来支持学生对物理学的感觉。
Researchers in physics education have advocated both for including modeling in science classrooms as well as promoting student engagement with sensemaking. These two processes facilitate the generation of new knowledge by connecting to one's existing ideas. Despite being two distinct processes, modeling is often described as sensemaking of the physical world. In the current work, we provide an explicit, framework-based analysis of the intertwining between modeling and sensemaking by analyzing think-aloud interviews of two students solving a physics problem. While one student completes the task, the other abandons their approach. The case studies reveal that particular aspects of modeling and sensemaking processes co-occur. For instance, the priming on the `given' information from the problem statement constituted the students' engagement with their mental models, and their attempts to resolve inconsistencies in understanding involved the use of external representations. We find that barriers experienced in modeling can inhibit students' sustained sensemaking. These results suggest ways for future research to support students' sensemaking in physics by promoting modeling practices.
