Mapping students' conceptual modes when thinking about chemical reactions used to make a desired product
Mapping students' conceptual modes when thinking about chemical reactions used to make a desired product
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绘制学生在思考用于制造所需产品的化学反应时的概念模式
DOI：
10.1039/c5rp00024f
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发表时间：
2015
影响因子：
3
通讯作者：
V. Talanquer
中科院分区：
文献类型：
--
作者：
M. Weinrich;V. Talanquer
这项定性研究的中心目标是揭示主要的隐含假设，即在该学科中具有不同训练水平的学生在思考和决定用于制造所需产品的化学反应时所应用的假设。特别是，我们引出了不同的方法来概念化为什么化学反应发生（化学因果关系），这些过程如何发生（化学机制），以及如何控制它们（化学控制）。在这些领域中的每一个，我们的特点与不同的解释力的概念模式，并探讨他们是如何应用的参与者面对不同类型的问题。我们的研究结果表明，在理解化学反应的背景下，使特定的物质的发展的潜在途径。我们的研究还强调了分析学生的理解的好处，不仅关注内隐的认知元素，但通过使用学科的横切概念作为分析的镜头。
The central goal of this qualitative research study was to uncover major implicit assumptions that students with different levels of training in the discipline apply when thinking and making decisions about chemical reactions used to make a desired product. In particular, we elicited different ways of conceptualizing why chemical reactions happen (chemical causality), how these processes occur (chemical mechanism), and how they can be controlled (chemical control). In each of these areas we characterized conceptual modes with different explanatory power and explored how they were applied by participants when facing different types of questions. Our findings suggest potential paths in the development of understanding about chemical reactions in the context of making specific substances. Our study also highlights the benefits of analyzing students' understanding not only by focusing on implicit cognitive elements, but by using disciplinary crosscutting concepts as lenses of analysis.
影响因子：
24.8
作者：
Gelman SA
通讯作者：
Gelman SA