论证教学对科学概念学习影响的元分析  

The Meta-analysis on the Effect of Students' Scientific Concepts Learning through Argumentative Teaching

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作  者:宋歌[1,2] SONG Ge

机构地区:[1]河南师范大学教育学院,河南新乡453007 [2]华东师范大学教师教育学院

出  处:《天津师范大学学报:基础教育版》2019年第1期48-55,共8页Journal of Tianjin Normal University(Elementary Education Edition)

摘  要:基于证据的论证教学促使学生不断重构和发展对科学知识的理解。运用元分析的方法,收集了2000-2016年国内外论证教学对科学概念学习影响的实证研究,综合了符合纳入标准的23篇准实验研究的30项研究数据。元分析结果表明:论证教学对于学生科学概念学习影响的效应量(Effect Size)为0.934。亚组分析发现,这种效应受教学时长、教学模式、分组方式、论证形式和学习环境等调节变量的影响;回归分析表明论辩能力和科学概念两个变量的学习增益存在一定的相关性。元分析结果为合理有效地将论证教学引入中国课堂、进行教学的实施和优化提供了经验证据。Evidence-based argumentative teaching facilitates students’ reconstruction and development of scientific knowledge. This meta-analysis integrates the empirical study on this issue at home and abroad from2006 to 2016,which contained 23 quasi-experimental research accompanied with 30 data. The results shows thatthe effect size of argumentative teaching on students’ scientific concepts learning is 0.934. The subgroups analysisindicates the effect is influenced by the moderators, such as teaching time, pattern, grouping, argument style andlearning environment. And the regression analysis shows that the interventions which could predict students’ argu-mentative competency also indicate positive effects on their scientific concepts learning. The results provide fur-ther empirical evidence for the rational and effective implementation of argumentative teaching. Most importantly,they also supply the direct proof for the application of localization.

关 键 词:论证教学干预 科学知识 概念理解 概念转变 元分析 

分 类 号:G633.7[文化科学—教育学]

 

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