how to scaffold the students to design experimental：如何对学生进行设计实验精品.pdfVIP

How to scaffold the students to design experimental procedures? A proposition of a situation experienced by 108 high-schools students. Patricia Marzin*, Cédric d’Ham*, Eric Sanchez§ patricia.marzin@imag.fr * Laboratoire LIG/MeTAH, Grenoble, France - § INRP/e.Praxis Lyon, France Abstract This paper presents a proposition to improve the construction of concepts when doing experimental activities, and, in fact, to improve the construction of sense in experimental activities. This research involved 108, 17-18 year old students designing an experimental procedure for palaeontology learning. We first developed an analyse of the expert procedure and second, we realised a teaching sequence in which students were led to design an experimental procedure to measure the facial angle of a cranium. The purpose of this study is to address the following questions: (a) How do students write their experimental procedures in comparison with the expert procedure? (b) What sort of difficulties do they encounter? (c) What kind of scaffolding can we propose to guide them for writing their experimental procedure? Data sources of the study included students’ written documents, audiotapes and videotapes. This paper aims at describing the research design and at giving some preliminary results of the study. 1) Background, Aims and Framework, Lots of works show that there is a lack of understanding by students in most experimental activities. For Hodson (1990) ‘at the root of the problem is the unthinking use of the laboratory work’. For Millar (2004) there is an other problem linked with how students might interpret and explain data, facts, and relationships when they work