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Misconceived Causal Explanations for Emergent Processes

報告人 : 鍾曉蘭 2012.5.15. Misconceived Causal Explanations for Emergent Processes. 報告大綱. Introduction What are misconceptions and why are they prevalent( 盛行的 ) and robust? An analysis of processes Instructional implications and challenges A preliminary instruction study Discussion.

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Misconceived Causal Explanations for Emergent Processes

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  1. 報告人:鍾曉蘭 2012.5.15 Misconceived Causal Explanations for Emergent Processes

  2. 報告大綱 • Introduction • What are misconceptions and why are they prevalent(盛行的) and robust? An analysis of processes • Instructional implications and challenges • A preliminary instruction study • Discussion

  3. Introduction • 本文著重在學生學習過程概念的困難為何? What?描述學生關於過程概念的錯誤想法/解釋 Why?解釋迷思概念產生的原因 How?解決方案-克服迷思概念的方法/過程

  4. What are misconceptions and why are they prevalentand robust? An analysis of processes • 分析 Direct-causal process的特性—Direct-causalschema • 以macro-pattern與micro-agent解構過程的相關屬性 • 定義次序過程，並呈現如何以D-Cschema詮釋次序過程 • 定義突現過程，並呈現如何以E-Cschema詮釋突現過程 • 說明迷思概念的產生原因是源自以D-Cschema解釋突現過程

  5. What are misconceptions and why are they prevalentand robust? An analysis of processes • Chi等人的後續相關研究，主要在探討較為根本的概念改變上，包括了初學者常將過程類別概念，錯誤歸類為物質類別的概念，以及將過程類別中突現性過程(emergent process)次類別物歸類在因果性過程(causal process)次類別中(Chi,Slotta,＆deLeeuw,1994；Chi＆ Roscoe,2002)。

  6. What are misconceptions and why are they prevalentand robust? An analysis of processes • 學習者通常會直接以巨觀的屬性來描繪複雜的科學現象，因此改稱為直接過程。 • 而將非因果過程(後稱為以條件為主的交互作用→平衡過程→複雜抽象動態概念)改稱為突現性過程(emergent process)，並且以「組成層次的互動關係」與「組成-模式的關係」兩個層次來探討直接過程與突現過程本體屬性的不同之處。

  7. What are misconceptions and why are they prevalentand robust? An analysis of processes • 2.2 seven common properties shared by all process • 1. 可分為兩種levels：macro-pattern micro-agent • 2. agents可以某些方式聚集成某種subgroup(鳥→鳥類) • 3. 行為在每一個level是不同的 • 4.agents行為是彼此交互作用的結果而非個別agent的行為 • 5. 特定條件控制各層級(level)的行為 • 6. 各層級(level)可能是可觀察的或不可見的 • 7. 得知關於agents的結構(structure) 、行為(behavior) 、功 能(function)的相關資訊

  8. 組成-模式的關係(Component-pattern relations)

  9. What are misconceptions and why are they prevalentand robust? An analysis of processes • 迷思概念源自於本體的錯置，使用D-Cschema來解釋突現過程 • 如何改善: 1. 學習更多過程的每一層級的結構(structure) 、行為(behavior) 、功能(function)的資訊 2. 學習更多條件與其如何影響每一層級的行為 3.經由模擬使每一個層級能被看見

  10. Instructional implications and challenges • 3.1seven ways to test or confirm our hypothesis • 突現過程有許多難以移除的迷思概念 • 直接過程的迷思概念較少 • 學生應用D-Cschema來解釋突現過程 • 直接過程較突現過程產生較少的迷思概念 • 素樸的解釋中會以有目的性或控制的想法解釋突現過程 • 即使學生修正了迷思概念卻仍不正確，源自使用D-Cschema來解釋突現過程 • 使用E-Cschema有助於學生學習突現過程

  11. 表2 直接過程與突現過程的屬性差異比較(second-order) 組成層次的互動關係(Component level Interactions) 表2 直接過程與突現過程的屬性差異比較(second-order) 組成層次的互動關係(Component level Interactions) 組成層次的互動關係 (Component levelInteractions) 表2 直接過程與突現過程的屬性差異比較(second-order)

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