could easily cover the essential and induce feints. Because students’ cognition always starts from the observation
of phenomenon, and individual surface with strong stimulation function will leave profound traces, so when
students observe physical phenomenon, they only grasp the non-essential character but ignore the interior
association, and the physical phenomenon can not be completely analyzed. For example, because students often
observe that the friction force always blocks the movement of objects, so they will think that the friction force
always makes negative works.
5.2.3 Causes from students’ subjective cognitive structure
The occurrence of alternative frameworks partly comes from students’ subjective cognitive structure, and some
students lack in “meaningful learning”, so these students would certainly know the learned physical concepts
superficially, but the theory of psychology tells us that the “resolvability” among blurry physical concepts is very
low, and the interference will occur among them, and the so-called “negative transfer” will be formed in learning.
For example, students would confuse the rotation of rigid body with the level movement of object, and regard
the rotation balance as the balance of two forces.
5.2.4 Causes from teachers
In the situation of teaching reform, though the teaching modes have been improved, but the traditional teaching
modes such as teachers prelect and students record, teachers emphasize knowledge contents and necessary
guidance for students’ good thinking mode, teachers more emphasize result than process, teachers pay attention
to students’ learning process not enough, teachers would not admit students’ alternative frameworks or students’
alternative frameworks have not be emphasized enough, and few of them will actively investigate students’
“alternative frameworks” are still the mainstream. Even some teachers also have some alternative frameworks,
just as students’ “alternative frameworks” can not be transformed, and the traditional concepts are difficult to be
transformed in some teaching staffs’ brains.
could easily cover the essential and induce feints. Because students’ cognition always starts from the observationof phenomenon, and individual surface with strong stimulation function will leave profound traces, so whenstudents observe physical phenomenon, they only grasp the non-essential character but ignore the interiorassociation, and the physical phenomenon can not be completely analyzed. For example, because students oftenobserve that the friction force always blocks the movement of objects, so they will think that the friction forcealways makes negative works.5.2.3 Causes from students’ subjective cognitive structureThe occurrence of alternative frameworks partly comes from students’ subjective cognitive structure, and somestudents lack in “meaningful learning”, so these students would certainly know the learned physical conceptssuperficially, but the theory of psychology tells us that the “resolvability” among blurry physical concepts is verylow, and the interference will occur among them, and the so-called “negative transfer” will be formed in learning.For example, students would confuse the rotation of rigid body with the level movement of object, and regardthe rotation balance as the balance of two forces.5.2.4 Causes from teachersIn the situation of teaching reform, though the teaching modes have been improved, but the traditional teachingmodes such as teachers prelect and students record, teachers emphasize knowledge contents and necessaryguidance for students’ good thinking mode, teachers more emphasize result than process, teachers pay attentionto students’ learning process not enough, teachers would not admit students’ alternative frameworks or students’alternative frameworks have not be emphasized enough, and few of them will actively investigate students’“alternative frameworks” are still the mainstream. Even some teachers also have some alternative frameworks,just as students’ “alternative frameworks” can not be transformed, and the traditional concepts are difficult to betransformed in some teaching staffs’ brains.
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