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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/16286

Title: Conceptual Resources in Self-Developed Explanatory Models
Authors: Cheng, Meng-Fei;Brown, David E.
Contributors: 物理學系
Date: 2007-04
Issue Date: 2013-05-06T02:17:01Z
Abstract: This study explores two questions: first, what conceptual resources do students use, and in what ways do they use them, to construct explanatory models? Second, what are the obstacles preventing them from constructing a useful explanatory model? Our findings indicate that students employ their conscious and unconscious knowledge in their reasoning process. Connecting intuitive knowledge and abstract knowledge is important for students to construct coherent and sophisticated explanatory models. If students rely only on intuitive knowledge, they may construct a tentative and non-sophisticated explanatory model; however, if students rely only on verbal symbolic knowledge at an abstract level without connection with their intuition, they may not have the ability to construct an explanatory model. This research shows that instruction needs to help students connect their verbal symbolic knowledge and intuition to construct their own explanatory model to make sense of abstract scientific knowledge.
Relation: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST)
Appears in Collections:[物理學系] 會議論文

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