Capturing Chemical Identity Thinking.
Capturing Chemical Identity Thinking.
复制标题
捕捉化学特性思维。
DOI：
10.1021/acs.jchemed.6b00387
复制
发表时间：
2017
影响因子：
3
通讯作者：
H. Sevian
中科院分区：
文献类型：
--
作者：
Courtney Ngai;H. Sevian
化学特性，即每种物质至少有一种特性使其独特并能够与其他物质区分开来，是化学实践的核心。这样的实践需要使用属性来分类和区分。然而，学习哪些物质属性在化学身份思维中是生产性的并不容易，因为物质的许多特征都在争夺学习者的注意力。利用开放式问题的评估可以揭示学生使用化学身份思维对物质进行分类和区分的方式。在我们先前发表的化学身份假设学习过程的基础上，我们设计了一套四个开放式问卷，可以用来揭示学生的化学身份思维。在参加文献的定性研究工具的发展，以及设计为基础的教学材料开发框架，一个四阶段的发展过程中产生的，我…
Chemical identity, the idea that every substance has at least one property that makes it unique and able to be differentiated from other substances, is core to the practice of chemistry. Such practice requires using properties to classify as well as to differentiate. Learning which substance properties are productive in chemical identity thinking is not easy, however, because many features of substances compete for a learner’s attention. Assessments that utilize open-ended questions can reveal ways that students use chemical identity thinking to classify and differentiate substances. On the basis of our previously published hypothetical learning progression of chemical identity, we developed a set of four open-ended questionnaires, which can be used to uncover students’ chemical identity thinking. In attending to literature on the development of qualitative research instruments, as well as design-based instructional materials development frameworks, a four-phase process of development was generated that i...