Solving ill-structured problem as a Didactical-Scientific Modeling process in Physics Education

Abstract Physics Education researches indicate that getting involved in the process of solving ill-structured problems has the potential to build knowledge, as well as to develop a broader set of skills, cognitive, metacognitive and procedural resources, when compared to the problems that are usually implemented in the context of high school. Ill-structured problems, closer to everyday, academic and professional reality, should be more valued in didactic practices. However, although the literature presents suggestions and guidelines for the implementation of such problems, the few didactic approaches with ill-structured problems have indicated that students' difficulties in facing these problems persist. Associated with this, we have not found a theoretical approach that consistently considers a learning theory and an epistemological vision for solving ill-structured physics problems. Faced with this scenario, the objective of this work is to present a theoretical articulation between the central elements of the process of solving ill-structured problems and Didactical-Scientific Modeling, as a way to assist in the development and implementation of didactic strategies that help in facing ill-structured problems.

摘要：物理教育研究表明，相较于高中阶段常用的常规问题，参与劣构问题（ill-structured problems）的求解过程，不仅有助于学生建构知识体系，还能培养更全面的技能、认知能力、元认知能力与程序性认知资源。劣构问题更贴近日常、学术与职业现实，理应在教学实践中得到更多重视。然而，尽管现有文献为这类问题的实施提供了建议与指导框架，但采用劣构问题的教学方法仍较为稀缺，且相关研究均显示学生在应对这类问题时的困难依然存在。与此相关的是，目前尚未发现能够系统性兼顾学习理论与认识论视角的物理劣构问题求解理论框架。在此背景下，本研究旨在构建劣构问题求解过程核心要素与科学教学建模（Didactical-Scientific Modeling）之间的理论整合路径，以此助力开发与实施能够帮助学生应对劣构问题的教学策略。