Beyond "Inert" Ideas to Teaching General Chemistry from Rich Contexts: Visualizing the Chemistry of Climate Change (VC3)
Beyond "Inert" Ideas to Teaching General Chemistry from Rich Contexts: Visualizing the Chemistry of Climate Change (VC3)
复制标题
DOI：
10.1021/acs.jchemed.6b01009
复制
发表时间：
2017-08-01
影响因子：
3
通讯作者：
Towns, Marcy
中科院分区：
文献类型：
--
作者：
Mahaffy, Peter G.;Holme, Thomas A.;Towns, Marcy
作为一种超越向化学学生传授“惰性”理念的方法，我们使用“基于丰富情境教学”这一术语来描述案例研究或基于情境的学习的实施情况，这些学习基于系统思维，通过情境为学习交叉概念提供了深入而丰富的机会。这种方法培养了运用高阶认知技能来连接概念，并将所学知识应用于新情境的能力。我们描述了用于设计一套资源的方法，该方法展示了如何利用丰富的情境来促进普通化学主题的学习。“可视化气候变化化学（VC3）”倡议为在普通化学课程中向学生介绍一组核心化学概念提供了一个范例，同时融入了来自可持续性科学素养的丰富情境。气候变化是我们这个世纪具有决定性的可持续性挑战之一，它与化学课程和交叉概念有着深刻而广泛的联系，因此被选作一个丰富的情境，以便将四个主题（同位素、酸碱、气体和热化学）引入本科普通化学课程。VC3普通化学资源的创建和评估分七个步骤实施：（i）绘制气候素养原则与大学一年级核心化学内容之间的相关性，（ii）记录潜在的科学概念，（iii）编制与气候变化相关的化学概念清单，并验证利用该清单评估理解情况的工具，（iv）明确每个主题的学习成果，（v）开发和测试经过同行评审的、与气候素养原则相关且与本科化学特别相关的交互式数字学习对象，（vi）在一年级学生中试用这些材料，并测量学生对化学和气候科学概念理解的变化，（vii）传播交互式资源，供化学教育工作者和学生使用。该方法的一个新颖特点是根据每个化学和气候概念的三方学习成果集（步骤iv）来设计资源（步骤v），每个知识成果都伴有一个描述该知识证据基础的成果，以及第三个强调该知识对学生相关性的成果。
As one approach to moving beyond transmitting "inert" ideas to chemistry students, we use the term "teaching from rich contexts" to describe implementations of case studies or context-based learning based on systems thinking that provide deep and rich opportunities for learning crosscutting concepts through contexts. This approach nurtures the use of higher-order cognitive skills to connect concepts and apply the knowledge gained to new contexts. We describe the approach used to design a set of resources that model how rich contexts can be used to facilitate learning of general chemistry topics. The Visualizing the Chemistry of Climate Change (VC3) initiative provides an exemplar for introducing students in general chemistry courses to a set of core chemistry concepts, while infusing rich contexts drawn from sustainability science literacy. Climate change, one defining sustainability challenges of our century, with deep and broad connections to chemistry curriculum and crosscutting concepts, was selected as a rich context to introduce four topics (isotopes, acids bases, gases, and thermochemistry) into undergraduate general chemistry courses. The creation and assessment of VC3 resources for general chemistry was implemented in seven steps: (i) mapping the correlation between climate literacy principles and core first-year university chemistry content, (ii) documenting underlying science conceptions, (iii) developing an inventory of chemistry concepts related to climate change and validating instruments that make use of the inventory to assess understanding, (iv) articulating learning outcomes for each topic, (v) developing and testing peer-reviewed interactive digital learning objects related to climate literacy principles with particular relevance to undergraduate chemistry, (vi) piloting the materials with first-year students and measuring the change in student understanding of both chemistry and climate Science concepts, and (vii) disseminating the interactive resources for use by chemistry educators and students. A novel feature of the approach was to design resources (step v) based on tripartite sets of learning outcomes (step iv) for each chemistry and climate concept, with each knowledge outcome accompanied by an outcome describing the evidential basis for that knowledge, and a third outcome highlighting the relevance of that knowledge for students.