| Autor: |
Bowen, G. Michael, Roth, Wolff-Michael, McGinn, Michelle K. |
| Předmět: |
|
| Zdroj: |
Journal of Research in Science Teaching; Nov1999, Vol. 36 Issue 9, p1020-1043, 24p |
| Abstrakt: |
The article investigate similarities and differences in graph related interpretations between scientists and college students engaged in collective graph interpretation. Forty-five students in a second-year university ecology course and four scientists participated in the study. Guided by domain specific concerns, scientists' graph-related activities were characterized by a large number of experience based, domain-specific interpretive resources and practices. Students' group based activities were characterized by the lack of linguistic distinctions which led to ambiguities in group negotiation, there was also a lack of knowledge about specific organism populations which helped field ecologists construct meaning. Many students learned to provide correct answers to specific graphing questions but did not come to make linguistic distinctions or increase their knowledge of specific populations. In the absence of concerns other than to do well in the course, students did not appear to develop any general interpretive skills for graphs, but learned instead to apply the professor's interpretation. |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
Plný text