Students' understandings of chemical bonds and the energetics of chemical reactions
Students' understandings of chemical bonds and the energetics of chemical reactions
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DOI：
10.1002/(sici)1098-2736(199805)35:5
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发表时间：
1998-05-01
影响因子：
4.6
通讯作者：
Boo, HK
中科院分区：
文献类型：
--
作者：
Boo, HK
这项研究的目的是调查12年级学生对五个常见化学反应的化学键和能量学性质的理解。根据化学家对概念区域的分析，确定了涉及的相关概念的清单，并选择了五个反应的范围。然后，这些作为起草半结构面试方案的框架，并对48名学生进行了测试。学生们的回答揭示了一系列与化学家的观点不同的概念，其中一些尚未在文献中报道。这项研究的启示是，从学生的角度来理解化学概念和原理充满了陷阱。学生可能会以多种方式错误地构建概念和原则。教师、课程开发者和教科书编写者必须意识到所提供的材料可能会被误解的各种方式，从而阻碍学生的学习。(C)1998年John Wiley&Sons，Inc.
The purpose of this study was to investigate Grade 12 students' understandings of the nature of chemical bonds and energetics elicited across five familiar chemical reactions following a course of instruction. Based on a chemist's analysis of the conceptual area, a list of relevant concepts involved was identified, and the range of five reactions was chosen. These then served as the framework for drawing up a semistructured interview protocol, which was administered to 48 students. The students' responses revealed a range of conceptions at variance with the chemist's view, some of which have not yet been reported in the literature. The implications of the research are that grasping chemistry concepts and principles from the students' perspective is full of pitfalls. There are numerous ways in which students can misconstruct concepts and principles. Teachers, curriculum developers, and textbook writers must be aware of the various ways in which material presented could be misconstrued and hence be a hindrance to student learning. (C) 1998 John Wiley & Sons, Inc.