The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding
The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding
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教材对教师化学键表示知识相对于学生理解困难的影响
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Shu
中科院分区：
文献类型：
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作者：
Anna Bergqvist;Shu
摘要背景：教科书是教师教学不可或缺的工具。一些研究人员观察到，学校教师在规划课程时严重依赖教科书作为信息来源。此外，教科书是发展学生知识的重要资源，因为它们包含影响学生学习的各种表征。然而，一些研究报告指出，学生在理解一般模型，特别是化学键模型方面存在困难，学生理解化学键的困难部分是由于教师教授和教科书中呈现的方式。目的：本文旨在阐述教科书对教师在讲授化学键模型时选择和使用表征的影响，以及这可能导致学生理解困难的原因。样本：10名化学教师从七个高中位于瑞典中部自愿参加这项研究。设计和方法：从多个来源收集和分析了数据，包括与10名高中教师的访谈、教师的课程计划和教师使用的教科书内容。结果如下：结果显示，化学键模型在教科书中呈现的方式与教师呈现的方式之间具有很强的一致性，从而说明教科书影响教师对表征的选择和使用。正如文献综述中所讨论的，几个选定的表示与学生之间的化学键的替代概念和理解困难有关。结论：这项研究强调了填补研究和教学实践之间的差距的必要性，特别关注化学键的表征如何导致学生的理解困难。差距可以通过发展教师关于化学键和一般科学模型的教学内容知识来填补。
Abstract Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’ knowledge as they contain various representations that influence students’ learning. However, several studies report that students have difficulties understanding models in general, and chemical bonding models in particular, and that students’ difficulties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks. Purpose: This article aims to delineate the influence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ difficulties understanding. Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study. Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers. Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks influence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and difficulties understanding, chemical bonding among students. Conclusions: The study highlights the need for filling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ difficulties understanding. The gap may be filled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scientific models in general.