Mapping the conceptual space formed by students’ understanding of coordination number of a transition metal complex: an exploratory study
Mapping the conceptual space formed by students’ understanding of coordination number of a transition metal complex: an exploratory study
复制标题
绘制学生对过渡金属配合物配位数的理解所形成的概念空间：一项探索性研究
DOI：
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发表时间：
2019
影响因子：
3
通讯作者：
R. Subramaniam
中科院分区：
文献类型：
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作者：
B. Sreenivasulu;R. Subramaniam
我们在这里报告一项以大学生为样本（N = 140）的探索性研究，旨在通过一个简单的开放式问题探索他们对术语“配位数”的理解，这是过渡金属化学主题中遇到的一个概念。研究结果表明，与学生所持有的观念相关的概念空间跨越了从非规范到规范的界限。也就是说，学生的回答包括错误答案、部分正确答案和正确答案。此外，根据从许多学生群体获得的教学经验，教师评论针对所遇到的一系列概念提供，这与传统方法有所不同，并且是极少数（如果有的话）使用这种方法的研究。那些部分正确的概念不能严格地被标记为替代概念，因为学生仍然可以使用这些概念来解决该主题的某些上下文中设置的问题。
We report here on an exploratory study done with a sample of university students (N = 140) which sought to explore their understanding of the term ‘coordination number’, a concept encountered in the topic of transition metals chemistry, through a simple open-ended question. The findings show that the conceptual space related to the conceptions students harbour span the interval from non-canonical to canonical limits. That is, the responses from the students include incorrect, partially correct and correct answers. Additionally, instructor commentary, based on teaching experience acquired with a number of cohorts of students, is provided for the range of conceptions encountered, a departure somewhat from the traditional approach, and among the very few, if any, studies, which use such an approach. Those conceptions that are partially correct cannot strictly be labelled as alternative conceptions as it is argued that these can still be used by students to solve problems set in certain contexts on the topic.