Abstract

We present an example of a novel, model-based approach to instruction in which learners constructed a representation of a specific phenomenon, evaluated their representation, and then revised it, via an abstraction process, to construct a model. The example took place in high school in the context of solution chemistry. The aim of the instruction was to support students in developing a generalized model for a homogenous mixture where the ratio of the solute and solvent remains the same throughout the solution. Students also developed a general model of the effect of pressure and temperature on solubility. Pre- and posttests were administered to provide evidence of student learning because of the experience.

摘要

我们展示了一个新颖的、基于模型的教学方法的示例，在该方法中，学习者构建了特定现象的表示，评估了他们的表示，然后通过抽象过程对其进行修改，以构建模型。这个例子发生在高中溶液化学的背景下。该指导的目的是支持学生开发均匀混合物的通用模型，其中溶质和溶剂的比例在整个溶液中保持相同。学生们还开发了压力和温度对溶解度影响的一般模型。由于经验的原因，进行了前测和后测，以提供学生学习的证据。