Chemistry Education Research and Practice最新文献_第7页

Comment on “What resources do high school students activate to link energetic and structural changes in chemical reactions? – A qualitative study” by B. Pölloth, D. Diekemper and S. Schwarzer, Chem. Educ. Res. Pract., 2023, 24, 1153 了解八元框架：关于 "高中生利用哪些资源将化学反应中的能量变化和结构变化联系起来？- 定性研究

IF 2.6 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-12-09 DOI: 10.1039/D3RP00232B

Keith S. Taber

引用次数: 0

Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment 物理化学学生的学习概况及其与学习倦怠和对同学及自我评价的看法的关系

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-12-07 DOI: 10.1039/D3RP00172E

Lauri J. Partanen, Liisa Myyry and Henna Asikainen

{"title":"Physical chemistry students’ learning profiles and their relation to study-related burnout and perceptions of peer and self-assessment","authors":"Lauri J. Partanen, Liisa Myyry and Henna Asikainen","doi":"10.1039/D3RP00172E","DOIUrl":"10.1039/D3RP00172E","url":null,"abstract":"We explored chemical engineering students’ approaches to learning, study-related burnout, and perceptions of peer and self-assessment in a challenging physical chemistry thermodynamics course. Cluster analysis revealed three learning profiles based on students’ approaches to learning: students who scored high in both organised studying and the deep approach to learning, students who scored high in the unreflective approach to learning, and students who scored high in all three approaches. According to our findings, students who employed deep learning strategies and managed their time carefully experience the least study-related burnout. These students also felt more efficacious when participating in assessment and had fever negative experiences of both peer and self-assessment. Consequently, physical chemistry educators should adopt practices that facilitate a deeper approach to learning, including paying careful attention to course workload and utilising teaching methodologies that can foster the deep approach like peer and self-assessment.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 474-490"},"PeriodicalIF":3.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.rsc.org/en/content/articlepdf/2024/rp/d3rp00172e?page=search","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138546239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a combination technique for the assessment of students’ cognitive structures on acid–base chemistry 运用组合技术评价学生酸碱化学认知结构

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-12-05 DOI: 10.1039/D3RP00142C

Ayşegül Derman, Figen Gunes, Ozcan Gulacar and Ingo Eilks

{"title":"Using a combination technique for the assessment of students’ cognitive structures on acid–base chemistry","authors":"Ayşegül Derman, Figen Gunes, Ozcan Gulacar and Ingo Eilks","doi":"10.1039/D3RP00142C","DOIUrl":"10.1039/D3RP00142C","url":null,"abstract":"This study aims to determine the cognitive structures of students at different educational levels (8th grade and 12th grade) related to acid–base chemistry. The research was designed as a case study and structured in two stages. The first stage analyzed concepts related to acid–base chemistry and their direction and strength in students’ knowledge structures. The second stage determined the descriptive and structural features of students’ knowledge structures related to acid–base chemistry in a more holistic approach. The study was carried out with a total of 160 students, 80 grade 8th and 80 12th grade students. A word association test (WAT) and the free writing technique (FWT) were used together. In the WAT, ten different frequency ranges were determined forming cognitive structure maps of the students. With high-frequency values on the map, it was found that the number of stimulus and response words decreased but the strength of associations increased. In frequency ranges where the frequency values of associations were low, it was found that the number of stimulus and response words increased and the cognitive structure organization was at the most advanced level compared to other frequency ranges, but the strength of associations was weak. In general, it was observed that there were no bidirectional and cross-associations between the concepts in the cognitive structures of the students about chemistry and that there was a static structure that included one-way associations only. Additionally, the concepts in the cognitive structures of students related to acid–base chemistry were analyzed in terms of their structural characteristics. It was found that, in the cognitive structures of the students there were no associations between many concepts that should be related to each other.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 458-473"},"PeriodicalIF":3.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course† 在生物化学课程中，以问题为基础的学习活动，旨在提高探究技巧，促进概念的转变

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-12-05 DOI: 10.1039/D3RP00053B

Wanda M. Valsecchi, José M. Delfino, Javier Santos and Santiago E. Faraj

{"title":"A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course†","authors":"Wanda M. Valsecchi, José M. Delfino, Javier Santos and Santiago E. Faraj","doi":"10.1039/D3RP00053B","DOIUrl":"10.1039/D3RP00053B","url":null,"abstract":"When teaching STEM courses, it is important to introduce state-of-the-art techniques. Students need to learn how to conduct experiments, analyse data and choose the most effective approaches to address meaningful situations. Here we present the assessment of the implementation of a structured inquiry-based activity aimed at teaching students about protein mass and size. This activity emerges as an intervention in our educational module, designed to create a cognitive conflict that effectively drives a conceptual change. To evaluate the efficacy of this module, we collected data on students’ perceived and actual knowledge through pre- and post-class surveys (n = 36 and 34, respectively, mean age 26 ± 2). Additionally, we evaluated lab reports using a detailed rubric. Results indicate that the practical innovation we propose is a challenging activity that promotes the accomplishment of our learning objectives. The activity led to improvements both in confidence and in actual mastery of theoretical concepts and techniques. After completing the activity, students were able to choose the most appropriate technique to solve specific problems. Furthermore, we found that the use of a structured questionnaire in lab reports helped students to accurately analyse and process experimental data. It also allows them to demonstrate understanding of technical limitations, while integrating the knowledge and skills acquired during the module. Overall, this activity provides notions that are conceivable and profitable, thus leading to successful conceptual changes.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 438-457"},"PeriodicalIF":3.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

10 Guiding principles for learning in the laboratory

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-12-04 DOI: 10.1039/D3RP00245D

Michael K. Seery, Hendra Y. Agustian, Frederik V. Christiansen, Bente Gammelgaard and Rie H. Malm

引用次数: 0

Capturing students' identification of the relevance of organic chemistry in writing 在写作中捕捉学生对有机化学相关性的识别

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-11-16 DOI: 10.1039/D3RP00161J

Safron L. Milne, Solaire A. Finkenstaedt-Quinn, Nicholas F. Garza, Steven C. Zimmerman and Ginger V. Shultz

{"title":"Capturing students' identification of the relevance of organic chemistry in writing","authors":"Safron L. Milne, Solaire A. Finkenstaedt-Quinn, Nicholas F. Garza, Steven C. Zimmerman and Ginger V. Shultz","doi":"10.1039/D3RP00161J","DOIUrl":"10.1039/D3RP00161J","url":null,"abstract":"Appealing to students' affect in academic settings, such as demonstrating chemistry's relevance to their life, is one strategy instructors may use to support students’ in learning. This study investigates the types of connections that students make to organic chemistry when responding to an open-ended writing assignment. Students enrolled in an introductory level organic chemistry course were asked to choose and write about an organic molecule they felt was important to their life, in doing so students wrote about the molecule's relevance to their life. Analysis of the writing was supported by semi-structured interviews with a subset of the students in which they discussed their approach to completing the assigment. Conclusions from this study suggest that students successfully made connections between their chosen moleucle and their life. Considered through the lens of relevance, students can both seek and find relevance in organic chemistry topics on a personal, societal, or vocational level; and therefore may reinforce their comprehension and appreciation of chemistry.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 403-416"},"PeriodicalIF":3.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138512413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation 学生对部分电荷和亲核性/亲电性的感知，提供键线图、球棍图或静电位图来表示分子

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-11-10 DOI: 10.1039/D3RP00173C

Ayesha Farheen, Nia Martin and Scott E. Lewis

{"title":"Student perceptions of partial charges and nucleophilicity/electrophilicity when provided with either a bond-line, ball-and-stick, or electrostatic potential map for molecular representation","authors":"Ayesha Farheen, Nia Martin and Scott E. Lewis","doi":"10.1039/D3RP00173C","DOIUrl":"10.1039/D3RP00173C","url":null,"abstract":"Education in organic chemistry is highly reliant on molecular representations. Students abstract information from representations to make sense of submicroscopic interactions. This study investigates relationships between differing representations: bond-line structures, ball-and-stick, or electrostatic potential maps (EPMs), and predicting partial charges, nucleophiles, and electrophiles. The study makes use of students’ answers in hot-spot question format, where they select partially charged atoms on the image of a molecule and explanations. Analysis showed no significant difference among students when predicting a partially positive atom with each representation; however, more students with EPMs were able to correctly predict the partially negative atom. No difference was observed across representations in students predicting electrophilic character; while representations did influence students identifying nucleophilic character. The affordance of EPMs was that they cued more students to cite relative electronegativity indicating that such students were able to recognize the cause for electron rich/poor areas. This recognition is central to rationalizing mechanisms in organic chemistry. This study offers implications on incorporating EPMs during instruction and provides evidence-based support in how EPMs could be useful in promoting learning on topics that relate to an uneven charge distribution.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 343-359"},"PeriodicalIF":3.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135610429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The evolution of an assignment: how a Writing-to-Learn assignment's design shapes organic chemistry students’ elaborations on reaction mechanisms 作业的演变："从写作到学习 "作业的设计如何影响有机化学学生对反应机理的阐述

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-11-08 DOI: 10.1039/D3RP00197K

Ina Zaimi, Amber J. Dood and Ginger V. Shultz

{"title":"The evolution of an assignment: how a Writing-to-Learn assignment's design shapes organic chemistry students’ elaborations on reaction mechanisms","authors":"Ina Zaimi, Amber J. Dood and Ginger V. Shultz","doi":"10.1039/D3RP00197K","DOIUrl":"10.1039/D3RP00197K","url":null,"abstract":"Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students’ mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL assignments, rhetorical aspects provide an authentic context by designating a role, genre, and audience for students. This context can support students’ learning, but, if the rhetorical aspects misalign with the learning objectives of the assignment, they can hinder students’ ability to achieve these objectives. In this project, we designed a WTL assignment about a base-free Wittig reaction, which we implemented in an organic chemistry laboratory course. Here, we explore how changes in the rhetorical aspects of this assignment can influence the way students explain two different comparisons of reaction mechanisms. We consider how students use explicit and implicit properties and how the use of these features compares within the context of the reaction. Results indicate that, when the rhetorical aspects align with the learning objectives of the assignment, students provide more productive elaborations that use both explicit and implicit properties. This is supported by both the analysis of students’ writing and students’ feedback about the assignments.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 327-342"},"PeriodicalIF":3.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135507573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Use of machine learning to analyze chemistry card sort tasks 利用机器学习分析化学卡片分类任务

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-11-07 DOI: 10.1039/D2RP00029F

Logan Sizemore, Brian Hutchinson and Emily Borda

{"title":"Use of machine learning to analyze chemistry card sort tasks","authors":"Logan Sizemore, Brian Hutchinson and Emily Borda","doi":"10.1039/D2RP00029F","DOIUrl":"10.1039/D2RP00029F","url":null,"abstract":"Education researchers are deeply interested in understanding the way students organize their knowledge. Card sort tasks, which require students to group concepts, are one mechanism to infer a student's organizational strategy. However, the limited resolution of card sort tasks means they necessarily miss some of the nuance in a student's strategy. In this work, we propose new machine learning strategies that leverage a potentially richer source of student thinking: free-form written language justifications associated with student sorts. Using data from a university chemistry card sort task, we use vectorized representations of language and unsupervised learning techniques to generate qualitatively interpretable clusters, which can provide unique insight in how students organize their knowledge. We compared these to machine learning analysis of the students’ sorts themselves. Machine learning-generated clusters revealed different organizational strategies than those built into the task; for example, sorts by difficulty or even discipline. There were also many more categories generated by machine learning for what we would identify as more novice-like sorts and justifications than originally built into the task, suggesting students’ organizational strategies converge when they become more expert-like. Finally, we learned that categories generated by machine learning for students’ justifications did not always match the categories for their sorts, and these cases highlight the need for future research on students’ organizational strategies, both manually and aided by machine learning. In sum, the use of machine learning to analyze results from a card sort task has helped us gain a more nuanced understanding of students’ expertise, and demonstrates a promising tool to add to existing analytic methods for card sorts.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 2","pages":" 417-437"},"PeriodicalIF":3.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135504779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps† 填写节点概念图对低先验知识学生学习化学的影响：关于学习成绩和对概念图的态度的研究†

IF 3 2区教育学

Chemistry Education Research and Practice Pub Date : 2023-11-01 DOI: 10.1039/D3RP00238A

Quan-Thanh Huynh and Yu-Chuan Yang

{"title":"Impact of fill-in-the-nodes concept maps on low prior-knowledge students learning chemistry: a study on the learning achievements and attitude toward concept maps†","authors":"Quan-Thanh Huynh and Yu-Chuan Yang","doi":"10.1039/D3RP00238A","DOIUrl":"10.1039/D3RP00238A","url":null,"abstract":"Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency. This study examined the impact of concept maps on students of a General Chemistry course who had low prior knowledge. The study applied a quasi-experimental design to collect data on two topics: uncertainties of measurements (Topic 1) and acid–base (Topic 2). Fill-in-the-nodes concept maps were developed and served as learning materials. ANCOVA and Johnson–Neyman techniques were used to analyze the scores of concept tests of Topic 1 and Topic 2, respectively. In both Topics 1 and 2, the results showed that the treatment group outperformed the control group. However, the aforementioned finding was limited to the subset of students whose pre-test scores were below 30.7 out of a total of 47. From the analysis of the attitude questionnaire, the authors concluded that the students appreciated the usefulness of concept maps. However, they might hesitate to engage in using this new learning tool. The study's findings strengthen the evidence of the learning benefits of concept mapping. Moreover, using concept maps in teaching is feasible because of their low cost and minimally invasive modification to instructional design. The practices for implication of concept mapping are also discussed.","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 360-374"},"PeriodicalIF":3.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135318940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0