Textbook Treatments of Electrostatic Potential Maps in General and Organic Chemistry
Textbook Treatments of Electrostatic Potential Maps in General and Organic Chemistry
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普通化学和有机化学中静电势图的教科书处理
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
D. Rapp
中科院分区：
文献类型：
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作者：
S. Hinze;Vickie M. Williamson;G. Deslongchamps;M. Shultz;Kenneth C. Williamson;D. Rapp
静电势图(EPM)允许以相对简单和廉价的格式表示关键分子水平的信息。随着这些可视化在教学中变得越来越普遍，确定学生如何接触到它们并在使用中得到支持是很重要的。对现有的普通和有机化学教科书(N=45)的系统回顾确定了EPM在课文中出现的频率、EPM在各章节中的分布情况、EPM是否包含在章节末尾的问题中，以及第一次接触到学生时向他们提供的概念教学支持的类型。分析表明，在使用EPM方面存在很大差异。大多数(但不是全部)教科书至少呈现一种形象，然而，由于普通文本和有机文本之间的内容差异，各文本之间的普及率和整合度差异很大。许多课文提供了最低限度的概念支持，没有在章末习题集中包括EPM。总体而言，几乎没有达成共识。
Electrostatic potential maps (EPMs) allow for representation of key molecular-level information in a relatively simple and inexpensive format. As these visualizations become more prevalent in instruction, it is important to determine how students are exposed to them and supported in their use. A systematic review of current general and organic chemistry textbooks (N = 45) determined how frequently EPMs were presented in texts, how well distributed EPMs were across chapters, whether EPMs were included in end-of-chapter problems, and the types of conceptual instructional support provided to students when first exposed to them. Analysis demonstrated great variance in the use of EPMs. Most, but not all, textbooks presented at least one image, yet the prevalence and integration across texts varied greatly, owing in part to content differences between general and organic texts. Many texts provided minimal conceptual support and did not include EPMs in end-of-chapter problem sets. Overall, little consensus emerg...