Bridging Research and Practice 研究联系实际

1. Bridging Research and Practice研究联系实际 Arthur Eisenkraft Distinguished Professor of Science Education Adjunct Professor of PhysicsUniversity of Massachusetts Boston 美国马萨诸塞大学波士顿分校 物理学暨科学教育学杰出教授 (arthur.eisenkraft@umb.edu)

2. The Quiz随堂测验 • 1. Which falls first? 哪个物体先下落？ • 2. The moon？月亮？ • 3. Moist air or dry air 潮湿或干燥的空气 • 4. Cartesian diver迪卡尔坐标

3. Transfer of Learning学习迁移 • Thorndike 桑代克（心理学教授） • Near transfer and distant transfer 近迁移与远迁移 • Pendulum/optics experiments 钟摆/光学实验 • How People Learn – NRC (www.nap.edu) • 人们如何学习 • One set of subjects to another 从一组对象到另一组对象 • One school subject to another 从一所学校到另一所学校 • One year of school to another 从一学年到另一学年 • School to non-school activities 从学校活动到校外 活动

5. Near Transfer 近迁移y = 4x2 + 3

6. Video Rentals 录影带租赁Distant Transfer 远迁移 • Do I join the video club? 我是否加入录影带俱乐部？ • Membership = $15 per month BUT videos rent for only $2 per video. • 会员：每个月15美元，每盘录影带仅花费2美元 • No membership = $4 rental per video • 非会员：每盘录影带4美元 • Solve with: 解决办法 • Data chart 统计图表 • Graph with slope and y-intercept 斜率与截距图 • Algebraically 代数

7. Video Rentals录影带租赁Distant transfer远迁移

8. Transfer of Learning学习迁移 • Thorndike 桑代克（心理学教授） • Near transfer and distant transfer 近迁移与远迁移 • Pendulum/optics experiments 钟摆/光学实验 • How People Learn – NRC (www.nap.edu) • 人们如何学习 • One set of subjects to another 从一组对象到另一组对象 • One school subject to another 从一所学校到另一所学校 • One year of school to another 从一学年到另一学年 • School to non-school activities 从学校活动到校外 活动

9. Which falls first –a bowling ball or a baseball?哪个先下落？保龄球还是篮球? • All objects fall at 9.8 m/s2所有物体以9.8m/s2速度降落 Active Physics 动手动脚的物理学 • Identify, adapt or invent a sport that can be played on the moon. 挑选、改造或发明一种在月球上可以玩的运动 • Successful for these reasons: 成功要素 • Need to know vs. forces in the fall… 需要知道下落的力量对比 • One transfer 某种迁移 • Student work was not predetermined 不预先确定学生分工 • Limited horizon 有限的地平线 • Uncovers misconception a=9.8 m/s2 更正误解

10. In Active Physics“动手动脚的物理学”中： • We help students with transfer • 我们帮助学生学会“迁移” • We require one transfer • 要求必须使用一种迁移 • Challenges 挑战 • Light and Sound show 声光表演 • Appliance package 家电 • Voice overdub 编录配音

11. Phase of the moon tonight今晚的月相 • How many know the answer? 有谁知道？

12. Phase of the moon tonight今晚的月相 • Relevant knowledge prior to Thomas Edison在爱迪生时代之前的相关知识 • John Dewey: “School should be less about preparation for life and more about life itself.”杜威：学校不是为生活做准备，而是生活本身 • Student question: 学生提问 • “Why am I learning this?” 为什么我要学这个？ • Teacher response 教师回答 • “Because it is needed for the next chapter.” 下一章我们要学到 • “Because one day it will be useful.” 有一天我们可能用到

14. 4Q Assessment Model“四问”的评价模式 • What does it mean? 这是什么意思？ • How do we know? 我们怎么了解到？ • Why do we believe? 我们为什么要相信？ • Why should I care? 为什么要学习？

15. Making it relevant让事物相关 • Coin problems 硬币问题 • Truck/VW collision vs. seatbelt 卡车与大众汽车相撞 vs. 安全带 • Newton’s 1st law or Newton’s 3rd law?牛顿第一定律还是第三定律？ • Quantum illustrations 量子插图

18. In Active Physics在“动手动脚的物理学”中： • We are all about relevance • 所有事物都可以相互关联 • Challenges 挑战 • Track and Field 田径 • Improved safety device for a car 改进汽车安全装置 • Building homes in impoverished areas 在贫困地区建设家园 • Museum displays 博物馆展出

19. Moist air vs. dry air?空气潮湿还是湿润？ • Empirical evidence 经验性实例

21. Moist air vs. dry air?空气潮湿还是湿润？ • Empirical evidence 经验性实例 • Theoretical evidence 理论实例

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24. Moist air vs. dry air?空气潮湿还是湿润？ • Empirical evidence 经验性实例 • Theoretical evidence 理论实例 • Common sense (“gut” feeling) 常识（直觉）

25. Determining Air Density测定空气密度 Where  = air density (kg/m3) 空气密度 P = air pressure (mbar) 空气压力 h = relative humidity of the air (% rh) 相对湿度 t = air temperature (ºC) 温度

26. Moist air vs. dry air?空气潮湿还是湿润？ • Empirical evidence 经验性实例 • Theoretical evidence 理论实例 • Common sense (“gut” feeling) 常识（直觉） • Prior knowledge impedes subsequent learning. 先入为主的经验 • Fish is fish by Leoni 《鱼是鱼》（童话故事） • Earth is spherical 地球是球形的 • Trajectories – Paolo Friere

27. How People Learn – Eliciting prior understandings人们如何学习——引出思考

29. Moist air vs. dry air? • Empirical evidence • Theoretical evidence • Common sense (“gut” feeling) • Prior knowledge impedes subsequent learning. • Fish is fish by Leoni • Earth is spherical • Trajectories – Paolo Frere

30. In Active Physics在“动手动脚的物理学”中： • We always elicit prior understandings我们总是先引起思考 • What Do You Think? 你怎么认为？ • We follow a 7 E model “7E”原则 • Elicit, engage, explore, explain, elaborate, evaluate, extend 引出、参与、探索、解释、阐述、评价、拓展 • ABC • Activity before concept 先活动后理论概念 • CBV • Concept before vocabulary 先概念后词汇

31. ABC – an equity issue • Why Activity before Concept? 为何要先活动后概念 • Experience is required – science is experiments 亲身体验 • Learn baseball without ever seeing the game 学习棒球之前从未看过棒球赛 • Learn baseball without ever having equipment 没有垒球装备 • Knitting without instruction 有装备却无人指导 • There is no common experience 没有完全相同的经验 • TV, music, food, vacation, movies, travel, home 电视、音乐、食物、假期、电影、旅行、家庭等等 • Can someone imagine what a mango tastes like? 芒果是什么味道？ • Can someone imagine having a child? 想象你有个孩子 • TRADITIONAL BOOKS ARE FILLED WITH “You know; Imagine” 传统书籍充斥着“你知道；想象一下” • Examples from your teaching 你教学中遇到的实例 • Examples from literature or movies 文学或电影作品中的实例 • Misconceptions research: You’re asking people to change the way they look at the world. They must have some evidence and some experience.误解研究：改变人们一贯看世界的视角，打败他们的经验 • Why CBV – concept before vocabulary?

32. ABC as part of the7E instructional model • Engage参与 • Elicit 引出 • Explore 探索 • Explain 解释 • Elaborate 阐述 • Extend 拓展 Evaluate 评价 • Enhancing the 5E model: The Science Teacher (9/03) Available at www.cosmic.umb.edu

33. The Cartesian Diver笛卡尔坐标 • What happened? 发生了什么? • Please discuss 请讨论

34. The Cartesian Diver笛卡尔坐标 • Context similarity 相似语境 • Books by title, author… 按标题、作者查找图书 • File drawer storage – the “gravity” project“引力”活动 • Where’s Waldo Waldo在哪里？ • How do you know? - Describe context. 你怎么知道？描述上下文

40. Summary总结 • Physics – design for a bridge vs. constraints on bridges物理学——设计桥梁及桥的限制性

44. Summary 小结 • Physics – design for a bridge vs. constraints on bridges 物理学：桥梁的设计和限制 • How People Learn – design for schools vs. constraints on lessons • 人们怎么学：学校的设计和课程的限制 • Need for discrepant events in spite of research results无论研究结果如何，需要不同的方式验证

45. How People Learn 人类如何学习(www.nap.edu) • Students come to class with preconceptions about how the world works. (ELICIT)引出：学生在上课前对世界运行有自己的认识 • Competence in science includes a foundation of factual knowledge, a conceptual framework, and a means to organize scientific knowledge. (EXPLORE, EXPLAIN, ELABORATE)科学能力包括经验知识积累、概念框架及组织科学知识的方法 • Students can learn to take control of their own learning by defining goals and monitoring their progress in achieving them. 学生可通过确定目标、督促自己朝目标前进，从而学会如何掌握学习 (ENGAGE, EXTEND, EVALUATE)

46. This School Year本学年 • Elicit prior understandings 引出事先的理解 • Fish is fish “鱼是鱼” • Listen intently to your students 倾听学生的意见 • The Waldo phenomenon Waldo现象 • 4Q assessment model “四问”评价模式 • What does it mean? 这是什么意思？ • How do we know?我们怎么了解到？ • Why do we believe?我们为什么要相信？ • Why should I care?为什么要学习？

47. A school is just four walls…学校是四堵墙

48. A school is just four walls… … with tomorrow inside. 学校是四堵墙，墙里，是你的明天。