Learning Chemistry Through the Use of a Representation-Based Knowledge Building Environment
Learning Chemistry Through the Use of a Representation-Based Knowledge Building Environment
复制标题
通过使用基于表征的知识构建环境来学习化学
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
R. Kozma
中科院分区：
文献类型：
--
作者：
P. Schank;R. Kozma
许多学生离开高中化学课程，对物质的性质，化学过程和化学系统有深刻的误解。ChemSense项目正在通过多学科研发计划来解决这一问题，以研究表征工具、化学调查和话语对高中和大学化学学习和教学的影响。这项工作交叉了几种理论学习方法，包括基于项目的合作调查，代表能力，知识建设和化学课程设计。ChemSense知识构建环境允许学生和教师合作调查化学现象，收集数据，构建这些现象的表示，并参与脚手架话语，以解释这些现象的基本化学机制。研究表明，ChemSense在支持学生表征使用和化学理解方面是有效的。在本文中，我们提出了我们的理论方法，描述了高中生实际使用的背景下的化学感学习环境，总结了我们的研究结果，并讨论了这些研究结果对未来工作的影响。
Many students leave high school chemistry courses with profound misunderstandings about the nature of matter, chemical processes, and chemical systems. The ChemSense project is addressing this problem through a multidisciplinary program of research and development to examine the impact of representational tools, chemical investigations, and discourse on chemistry learning and teaching in high schools and colleges. This work intersects several theoretical approaches to learning, including collaborative project-based investigations, representational competence, knowledge building, and the design of chemistry curriculum. The ChemSense Knowledge Building Environment allows students and instructors to collaborate in the investigation of chemical phenomena, collect data, build representations of these phenomena, and participate in scaffolded discourse to explain these phenomena in terms of underlying chemical mechanisms. Research indicates that ChemSense is effective in supporting student representational use and chemical understanding. In this paper, we present our theoretical approach, describe the ChemSense learning environment in the context of actual use by high school students, summarize our research findings, and discuss the implications of these findings for future work.