[论文解读] An empirical study on a learning path on wave physics focused on energy

Vera Montalbano, Simone Di Renzone|arXiv (Cornell University)|Dec 10, 2012

Experimental Learning in Engineering参考文献 6被引用 3

一句话总结

本项实证研究提出了一项针对二年级学生的课外波动物理学习路径，聚焦能量传递，采用基于探究的实验教学，使用Shive波机与共振系统。学生探究了机械波与电磁波的类比关系，研究了能量转换，并分析了自然现象中实现高效能量传递的机制——表明动手进行共振实验能显著提升学生对波中能量概念的理解。

ABSTRACT

We describe an extracurricular learning path on waves focused on energy transfer. The advantages of introducing mechanical waves by using the Shive wave machine and laboratory activities are presented. Laboratories are realized by inquiry, i.e. students explore waves behavior in qualitative way, guess what can happen and suddenly test their hypothesis. Recently, we presented some disciplinary knots that arise usually in empirical investigation, according to the Model of Educational Reconstruction and discussed methodological choices made in designing the learning path and preliminary result about its realization with few, interested and talented pupils. We report the second year of this learning path performed with the same students that are introduced to more complex topics such as analogy in wave phenomena and resonance. Laboratories are described with particular attention for the energy transformation. We designed the activities in order to propose a complementary experience compared to what was done in class. Despite resonance is a relevant phenomenon which runs through almost every branch of physics, many students have never studied it. Yet, resonance is one of the most striking and unexpected phenomenon in all physics and it easy to observe but difficult to understand. Students performed activities in laboratory on several resonant systems. Our purpose was to outline how it is possible to tune a system or a device in order to obtain resonance and an efficient energy transfer from different physical systems, such as a mechanical one and an electrical one. This year, the final task was to analyze different natural phenomena in order of choosing one suitable for energy transfer. We present our considerations on the students' learning process and on the possibility of extend a similar path in a classroom.

研究动机与目标

• 设计并实施一项二年级课外波物理学习路径，强调能量传递与共振。
• 探究基于探究的实验活动在多大程度上提升学生对机械与电磁波系统中能量转换的理解。
• 考察学生识别并分析适合通过共振实现能量传递的自然现象的能力。
• 评估补充性、基于探究的体验在深化概念理解方面相对于标准课堂教学的有效性。
• 评估将此学习路径扩展至正式课堂教学的可行性。

提出的方法

• 该学习路径在两年内面向一组有才华且感兴趣的学生活动中实施，建立在先前基于探究的学习经验基础上。
• 学生使用Shive波机探究机械系统中的波传播与能量传递。
• 实验活动遵循基于探究的模式：学生预测行为、检验假设，并观察波现象的结果。
• 活动聚焦于识别和操控各种物理系统（包括机械与电气装置）中的共振条件。
• 在实验中对能量转换进行了详细分析，特别是在共振系统中。
• 最终任务要求学生选择并分析一个适合通过共振实现能量传递的自然现象，应用共振原理。

实验结果

研究问题

• RQ1 基于探究的实验活动（涉及Shive波机）在多大程度上支持学生对波系统中能量传递的理解？
• RQ2 学生在多大程度上能够识别并分析通过共振实现高效能量传递的自然现象？
• RQ3 学生在探索共振时遇到哪些挑战？这些挑战与波动物理中已知的学科难点是否一致？
• RQ4 相较于一年级的学习经历，二年级的学习路径在多大程度上深化了概念理解？
• RQ5 哪些方法论考量使得该学习路径能够被扩展至正式课堂教学？

主要发现

• 学生在参与基于探究的Shive波机实验后，对波中能量传递的理解更加深入。
• 利用共振系统使学生能够观察并操控高效能量传递的条件，从而增强了概念清晰度。
• 尽管共振是一种复杂且常被误解的现象，学生仍成功识别并分析了自然现象中真实存在的共振实例。
• 该学习路径揭示了与波行为及能量转换相关的反复出现的学科难点，这些难点通过针对性的探究活动得到了有效应对。
• 本研究证实，补充性的动手体验能够有效拓展并丰富正式物理教学，尤其在像共振与能量传递这类抽象主题上。
• 基于教育重建模型的方法论框架在指导学习路径的设计与实施方面被证明是有效的。