摘要
建构主义的学习观认为,新知识的学习总是建立在旧知识的基础上,新旧知识经验进行双向交流。儿童在日常生活中形成的自发概念是科学学习的重要基础,而其中与基本科学理论不一致的错误概念阻碍了学习过程。该文概述了儿童朴素物理学的错误概念研究,探讨自发概念的结构及其争论,并总结了影响概念转换的重要因素,包括认知冲突感,元认知和动机因素,认识论信念因素等。
Constructionists hold that learning new knowledge is based on those old ones, and the new and old knowledge interplay each other. Children＇s naive conceptions formed in everyday experience is the foundation of scientific learning, while some of these conceptions conflict with basic science theories and impede children＇s learning. This article summarizes researches about children＇s misconception in the field of children＇s naive physics, analyzes the debate about the natural structure of naive conception, and lists some important factors, including cognitive confliction, metacognition and motive, epistemological belief, which influence the process of conception change.
出处
《心理科学进展》
CSSCI
CSCD
北大核心
2006年第5期697-703,共7页
Advances in Psychological Science
基金
国家自然科学基金(项目批准号:30570615)
中科院创新工程方向项目(KSCX2-SW-221)
关键词
朴素物理学
错误概念
自发概念
概念转换
认知冲突
misconception, naive physics, naive conception, conception change, cognition conflict.
作者简介
通讯作者：朱莉琪，E-mail：zhulq@psych．ac．cn；电话：010-64836643
