文章基本信息

标题：Do Learning Activities Improve Students’ Ability to Construct Explanatory Models with a Prism Foil Problem?
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作者：Mihael Gojkošek ; Josip Sliško ; Gorazd Planinšič 等
期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2013
卷号：3
期号：3
页码：9-28
出版社：University of Ljubljana
摘要：The transfer of knowledge is considered to be a fundamental goal of education;therefore, knowing and understanding the conditions that influencethe efficiency of the transfer from learning activity to problem solving playa decisive role in the improvement of science education. In this article,the results of a study of 196 highschool students’ ability to transfer knowledgein explanatory model construction are present. Three test groupswere formed, traditional, prediction and lab groups, in which studentswere involved in three different learning activities. A week after instruction,students were tested with a foil test and Lawson’s Classroom Test ofScientific Reasoning. According to the results, little knowledge transferfrom learning activities to the foil test occurred. Among the three testedlearning methods, the one asking for prediction seems to best improve thetransfer of knowledge. Time spent on activities had little or no effect onthe transfer of knowledge. Some possible reasons for the observed resultsare presented, and the importance of correct scientific explanation duringthe learning process is considered.
关键词：Knowledge transfer; Prism foil problem; Learning activities;Explanatory model; Prediction; laboratory activity