建模调解的特点在数字支持中,用于形成乘法概念
Elena Vysotskaya1, Maria Yanishevskaya1, Anastasia Lobanova1
1Federal Scientific Centre of Psychological and Multidisciplinary Research, Moscow, Russia.
Psychology in Russia : state of the art
|November 18, 2024
概括
联合计算机辅助学习有效地促进了五年级学生的乘法概念,优于个人实践. 这种方法有助于理解复杂的平衡尺度问题,超越试错方法.
科学领域:
- 教育技术的教育技术
- 认知发展 认知发展
- 数学教育教育 数学教育
背景情况:
- 在教育设计中,开发多重概念是具有挑战性的.
- 学生在平衡尺度问题上的错误往往源于经验,而不是概念的理解.
- 将学习活动理论 (达维多夫) 与概念介导的行动相结合至关重要.
研究的目的:
- 创建一个数字支持框架,用于学习乘法概念.
- 为了比较个人与联合数字学习活动的有效性.
- 通过使用数字工具调查概念介导的行动.
主要方法:
- 181名五年级学生参加了一项比较研究.
- 一组从事个人计算机支持的建模;另一个工作在对.
- 两个小组都使用了一个概念建模程序来解决平衡尺度问题.
- 在测试前和测试后评估了解决问题的能力.
主要成果:
- 通过计算机支持的联合活动显著改善了学生对负载评估的概念理解.
- 以概念建模为指导的学生表现优于依赖实证重量距离相关的学生.
- 个人计算机支持的工作并没有完全解决对试错策略的依赖.
结论:
- 在数字环境中以概念为媒介的联合活动促进了多重概念的形成.
- 数字工具在协作和概念上使用时,可以增强学习.
- 该研究强调了结构化,协作式数字学习体验的重要性.
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