Explicit and Implicit States of Model Mixing in Conceptual Development

摘要: Researchers in science education have demonstrated that students can hold several different understandings of a single concept and apply them inconsistently to tasks related the concept. Many studies been conducted investigate how these coexisting competing concepts affect process conceptual development. Based on context dependence learning, we developed Model Analysis as theoretical measurement framework capture types evolve develop learning quantitatively assess existences changes understandings. In Analysis, use term models represent layer functional mental constructs describe uses with model states. A state gives distribution probabilities for student given contexts. When holds multiple applies across contexts, is described mixed state. With this method, students’ their be represented structures (in terms probability distributions) This paper reports new progress which identifies two states: explicit implicit The author will discuss basis, empirical evidence, mathematical representation quantitative instruments such multiple-choice questions. Examples research applications are also discussed.