A question of pattern recognition: investigating the impact of structure variation on students’ proficiency in deciding about resonance stabilization

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Irina Braun, Scott E. Lewis, Nicole Graulich
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引用次数: 0

Abstract

The ability to reason with representations is pivotal for successful learning in Organic Chemistry and is closely linked to representational competence. Given the visual nature of this discipline, this comprises competency in extracting and processing relevant visual information. With regard to the resonance concept, proficiency in identifying whether electron delocalization applies in a molecule is an essential prerequisite to using this concept in problem-solving. However, prior research shows that students struggle to recognize whether molecules profit from electron delocalization, and seldom use this concept in problem-solving. As it remains unclear how the variation of structural features affects students’ consideration of resonance, this quantitative study seeks to identify characteristics regarding students’ perception of electron delocalization. To this end, undergraduate students enrolled in an Organic Chemistry I course (N = 699) completed an online survey in which they had to decide on resonance stabilization for molecular structures with varying structural features. K-means cluster analysis was performed to explore patterns in students’ proficiency in discerning resonance stabilization and how they relate to other performance variables (e.g., time-on-task). The results suggest pattern recognition approaches with students’ attention being guided by singular structural features or structures’ visual similarity to familiar patterns (i.e., allylic carbocations), with less attention to implicit features.
模式识别问题:研究结构变化对学生决定共振稳定的能力的影响
利用表象进行推理的能力是成功学习有机化学的关键,与表象能力密切相关。鉴于本学科的视觉性质,这包括提取和处理相关视觉信息的能力。关于共振概念,熟练识别分子中是否存在电子逸散是在解决问题时使用这一概念的基本前提。然而,先前的研究表明,学生很难识别分子是否得益于电子脱ocalization,也很少在解决问题时使用这一概念。由于还不清楚结构特征的变化如何影响学生对共振的思考,本定量研究试图找出学生对电子脱ocalization的感知特征。为此,修读有机化学 I 课程的本科生(N = 699)完成了一项在线调查,要求他们对具有不同结构特征的分子结构的共振稳定性做出决定。我们进行了 K-means 聚类分析,以探索学生辨别共振稳定的熟练程度的模式,以及这些模式与其他成绩变量(如完成任务的时间)之间的关系。结果表明,模式识别方法是学生的注意力受单一结构特征或结构与熟悉模式(即烯丙基碳基)的视觉相似性的引导,而较少关注隐含特征。
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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
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