标题： 介绍学科判断的结构：天文学的一个例子 显示英文标题

标题： Introducing the anatomy of disciplinary discernment: an example from astronomy

摘要： 教育越来越被一种能力思维所定义；知识的价值更多体现在能力表现和创新上，而不是仅仅知道。 在天文学和物理学等领域的这种能力早已被认为是具有挑战性的。 从我们周围世界的日常概念转向学科解释充满了陷阱和问题。 因此，支撑学科轨迹到能力的特征成为一个重要的教育考虑因素。 在本文中，我们报告了一项研究，涉及学生和讲师从同一学科符号资源中所能辨别的内容。 我们利用这一点提出了一种学科辨识解剖学（ADD），这是一种关于关注点以及如何以适当的方式进行学科解释的层次结构，作为学科学习的一个总体基本方面。 天文学和物理学的学生和讲师被要求描述他们从穿越我们的银河系及更远地区的视频模拟中能辨别出什么。 来自九个国家的137人参与了这项研究。 描述是通过诠释性研究方法进行分析的。 分析结果形成了五个定性不同的辨识类别；ADD反映了参与者能力水平的观点。 ADD揭示了四个逐渐增加的学科辨识层次：识别、解释、欣赏和评价。 这有助于确定教育水平与学科辨识水平之间的清晰关系。 该研究的分析结果表明，科学教师在使用ADD评估学生的学科知识后，可以通过明确地设计教学来支持ADD模型中边界跨越，从而获得关于如何创建更有效学习环境的新见解。 显示英文摘要

摘要： Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants' competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.