作为学校学科的地理和历史概念:从词汇可用性的方法
Juan Luis de la Montaña Conchiña1, Guadalupe de la Maya Retamar1, Magdalena López-Pérez1
1Faculty of Education and Psychology, Department of Didactics of Social Sciences, Languages and Literatures, University of Extremadura, Badajoz, Spain.
Frontiers in psychology
|September 18, 2023
概括
学生 学生 学生 学生 学生
科学领域:
- 教育心理学教育心理学
- 课程研究 课程研究
背景情况:
- 了解学生对学科的概念对于有效的教学至关重要.
- 地理和历史是基础科目,在各个教育层面都有不断变化的解释.
研究的目的:
- 调查小学,中学和高等教育水平的学生如何构思地理和历史.
- 分析与这些主题相关的词汇可用性,作为概念理解的指标.
主要方法:
- 在三个教育阶段 (小学,中学,高等教育) 的73名参与者进行了词汇可用性测试.
- 参与者通过英语或法语完成了西班牙语测试.
- 进行了词汇项的定量分析.
主要成果:
- 词汇可用性通常随着高等教育阶段的增加而增加,尽管并不总是显著的.
- 在教育水平之间观察到学科特定词汇的有限重叠.
- 学生产生的术语往往是一般性的,表明对地理和历史的看法很严格.
结论:
- 词汇可用性是评估学生学术学科概念框架的可行方法.
- 可能需要进行教育干预,以培养对地理和历史的更细微和相互关联的理解.
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