Literaturnachweis - Detailanzeige
| Autor/inn/en | Ward, Robin E.; Wandersee, James H. |
|---|---|
| Titel | Struggling to understand abstract science topics: a Roundhouse diagram-based study. |
| Quelle | In: International journal of science education, 24 (2002) 6, S. 575-591Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Metakognitive Fähigkeit; Test; Diagramm; Test; Lerntheorie; Theoriebildung; Lerntheorie; Conceptual Change; Visualisieren; Alternativkonzept; Diagramm; Konzept; Konzeptentwicklung; Theoriebildung |
| Abstract | This study explored the effects of Roundhouse diagram construction on a previously low- performing middle school science student's struggles to understand abstract science concepts and principles. It is based on a metacognition-based visual learning model proposed by Wandersee in 1994. Ward and Wandersee introduced the Roundhouse diagram strategy and showed how it could be applied in science education. This article aims at elucidating the process by which Roundhouse diagramming helps learners bootstrap their current understandings to reach the intended meaningful understanding of complex science topics. The main findings of this study are that (a) it is crucial that relevant prior knowledge and dysfunctional alternative conceptions not be ignored during new learning if low-performing science students are to understand science well; (b) as the student's mastery of the Roundhouse diagram construction improved, so did science achievement; and (c) the student's apt choice of concept- related visual icons aided progress toward meaningful understanding of complex science concepts. |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2004_(CD) |
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