Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
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探索 VisChem 方法的适应：粒子级解释的进步和锚定
DOI：
10.1021/acs.jchemed.1c01275
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发表时间：
2022
影响因子：
3
通讯作者：
Yezierski, Ellen J.
中科院分区：
文献类型：
--
作者：
Wu, Meng-Yang Matthew;Yezierski, Ellen J.
下一代科学标准（NGSS）已经成为通知化学教育研究领域的许多方面，其中之一包括高中教师的专业发展（PD）。虽然许多研究人员和从业者已经响应NGSS的改革的呼吁，参加影响PD的设计，资源和便利的内部因素，有较少的关注现存的因素，可能会产生负面影响PD的吸收和保真度。这些因素包括传统的教学化学或化学相关的不精确的NGSS本身。如果不加以解决，这些因素可以作为锚，阻止学生的粒子水平的解释和他们的化学概念理解的进步。在这篇文章中，我们调查了我们自己的PD计划的吸收和保真度，称为VisChem研究所。数据由PD参与者的学习设计组成（即，从2020年队列（N= 20）和2021年队列（N= 15）收集的课程计划）。结果表明，虽然参与者的学习设计中的颗粒水平的摄取，更多的细节归因于分子水平的物种的描述，而不是相关过程的解释。此外，本体论的分析表明，解释的证据和模型的描述以及解释的符号学可能会解释VisChem方法的扭曲，在其翻译参与者的学习设计。在中学和本科水平的化学教学和研究的影响和建议进行了讨论。
The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While many researchers and practitioners have responded to the NGSS’ calls for reform by attending to internal factors that influence the PD’s design, resources, and facilitation, there is less attention on extant factors that may negatively affect PD uptake and fidelity. Such factors encompass traditions of teaching chemistry or chemistry-related imprecisions within the NGSS themselves. If left unaddressed, these factors can act as anchors preventing advancements toward students’ particle-level explanations and their chemistry conceptual understanding. In this article, we investigate the uptake and fidelity of our own PD program known as the VisChem Institute. The data are comprised of PD participants’ learning designs (i.e., lesson plans) collected from the 2020 cohort (N= 20) and the 2021 cohort (N= 15). Results show that, although there was uptake in terms of the particulate level among participants’ learning designs, more detail was ascribed to the description of molecular-level species rather than the explanation of relevant processes. Furthermore, an ontological analysis revealed that interpretations of evidence and models for description as well as symbolic heuristics for explanation may account for the VisChem approach’s distortion in its translation to participants’ learning designs. Implications and recommendations for chemistry instruction and research at both secondary and undergraduate levels are discussed.
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