利用学生在《普通化学》中的情境故事,扩大大学学习的参与度

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Karen Ho, Yen Luong, Carl Sherwood and Douglas B. Clark
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引用次数: 0

摘要

许多学生对普通化学入门课程感到困难,因为他们对传统的教学方法感到陌生。这在实验课中尤其容易出现问题,因为在实验课中,学生只是简单地按照流程和步骤进行操作,而这些流程和步骤在学生看来是平凡而缺乏创造性的。情境故事教学法提供了一种新颖的教学方法,可帮助学生结合自己的生活经验来理解化学思想。目前的研究采用了 CLEAR(通过体验式学术反思学习化学)方法,将情境化讲故事作为一年级学生实验课程的四个作业序列。研究探讨了学生通过编写情境故事来理解和学习化学的经验。研究采用诠释学方法,收集的数据包括参与者撰写的情境故事、半结构化访谈记录和现场笔记。虽然 CLEAR 方法不同于其他在化学教育中讲故事的方法,但目前的研究表明,CLEAR 可以为学生的学习做出积极贡献。研究结果表明,尽管许多学生最初对这种新方法感到抵触或困惑,但 CLEAR 帮助学生看到了化学概念与他们生活的联系和相关性。在撰写 CLEAR 故事的过程中,学生还认识到了自主学习的重要性,这表明 CLEAR 让学生参与到了主动和有机的学习中。此外,撰写 CLEAR 故事还有助于学生与他人谈论他们在课堂上学到的科学概念,这表明撰写 CLEAR 故事:(a)帮助学生发现了这些概念的相关性,以至于他们觉得可以在课外用自己的语言分享这些概念;(b)提高了学生对课程和所学知识的兴趣,以至于他们愿意分享这些知识。将 CLEAR 作为整个课程的多项作业来实施显得非常重要和有价值,因为学生通过在 CLEAR 故事中和 CLEAR 故事之间的反复练习,提高了他们的思维和写作能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Widening university participation in learning using students’ contextualised storytelling in general chemistry

Many students find introductory general chemistry courses difficult because they feel alienated by traditional approaches to teaching and learning. This can become particularly problematic in laboratory sessions where students simply follow processes and procedures that students can view as being mundane and lacking creativity. Contextualised storytelling offers a novel pedagogical approach to help students connect and make sense of chemistry ideas in the context of their own life experiences. The current study implemented the CLEAR (chemistry learning via experiential academic reflection) approach to contextualised storytelling as a sequence of four assignments across a laboratory course for first-year students. The research explored students’ experiences writing contextualised stories to make sense of and learn chemistry. Using hermeneutics as a methodology, the data collected included participants’ written contextualised stories, semi-structured interview recordings, and field notes. While the CLEAR approach differs from other approaches to storytelling in chemistry education, the current study suggests that CLEAR can make positive contributions to student learning. The findings showed that, although many students initially resisted or felt confused by the new approach, CLEAR helped students see the connection and relevance of chemistry concepts to their lives. Students also recognized the importance of self-directed learning while writing their CLEAR stories, which suggests that CLEAR engaged students in learning that was active and organic. Furthermore, writing CLEAR stories supported students in talking to people about scientific concepts they learned in class, which suggests that writing the CLEAR stories: (a) helped students find the relevancy of the ideas to the degree that they felt they could share the ideas in their own words outside of class and (b) increased students’ interest in the course and what they were learning to the degree that they wanted to share it. Implementing CLEAR as multiple assignments across the course appears important and valuable because students refined their thinking and writing skills through iteration within and across CLEAR stories.

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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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