The role of multiple representations in the understanding of ideal gas problems
The role of multiple representations in the understanding of ideal gas problems
复制标题
多重表示在理解理想气体问题中的作用
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Jrène Rahm
中科院分区：
文献类型：
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作者：
Seán P. Madden;Loretta L. Jones;Jrène Rahm
本研究考察了学生解决理想气体温度-压力关系问题的表征能力。七名学生参加了第一学期的普通化学课程和两个先进的本科科学专业参加了这项研究。的书面工作和成绩单的录像思考出声会议进行了评估，旨在确定表征能力的基本特征，以及学生使用多种表征的差异。数据表明，开始和先进的化学学生往往更喜欢一种类型的表示。然而，高级学生更有可能使用他们的首选表征在启发式的方式来建立其他表征的意义。学生被发现建立概念理解最容易使用熟悉的类型的表示。分子水平的草图代表动态概念，不容易表现为静态图像，如平均分子速度的增加，是学生最难解释的表征类型。这些结果表明，学生可能会受益于教学策略，强调启发式使用多种表征在化学问题解决。
This study examined the representational competence of students as they solved problems dealing with the temperature-pressure relationship for ideal gases. Seven students enrolled in a first-semester general chemistry course and two advanced undergraduate science majors participated in the study. The written work and transcripts from videotaped think-aloud sessions were evaluated with a rubric designed to identify essential features of representational competence, as well as differences in student use of multiple representations. The data showed that both beginning and advanced chemistry students tend to prefer one type of representation. However, advanced students were more likely to use their preferred representations in a heuristic manner to establish meaning for other representations. Students were found to build conceptual understanding most easily when using familiar types of representations. Molecular-level sketches representing dynamic concepts not easily represented as static images, such as an increase in average molecular velocity, were the most difficult type of representation for students to interpret. These results suggest that students may benefit from instructional strategies that emphasize the heuristic use of multiple representations in chemistry problem solving.