Epistemic Impact on Group Problem-Solving for Different Science Majors  

作　　者：Andrew J. Mason Charles A. Bertram 

机构地区：[1]University of Central Arkansas, Conway, USA

出　　处：《US-China Education Review(A)》2014年第12期873-879,共7页美中教育评论（A）

摘　　要：Implementation of cognitive apprenticeship in an introductory physics lab group problem-solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept Inventory （FCI） and Colorado Learning Attitudes About Science Survey （CLASS） of 39 students of a first semester algebra-based introductory physics course, while describing typical results for a traditional-format course overall （g = ＋0.14）, suggest differences in epistemic views between health science majors and life science majors which may correlate with differences in pre-post conceptual understanding. Audiovisual data of student lab groups working on a context-rich problem and students＇ written reflections described each group＇s typical dynamics and invoked epistemic games. We examined the effects of framework-based orientation （favored by biology majors） and performance-based orientation （favored by computer science, chemistry, and health science majors） on pre-post attitude survey performance. We also investigated possible correlations of these orientations with individual quantitative survey results and with qualitative audiovisual data of lab groups＇ choice of epistemic games.

关 键 词：problem-solving epistemic views META-COGNITION Introductory Physics for the Life Sciences （IPLS） 

分 类 号：O4[理学—物理] O4-4