Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities
Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities
复制标题
海洋酸化对带壳生物的影响：通过多学科活动支持化学和生物学知识的整合
DOI：
10.1021/acs.jchemed.1c00981
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发表时间：
2022
影响因子：
3
通讯作者：
Underwood, Sonia M.
中科院分区：
文献类型：
--
作者：
Roche Allred, Zahilyn;Shrode, Alec D.;Gonzalez, Jeffrey;Rose, Aaron;Green, Abigail I.;Swamy, Uma;Matz, Rebecca L.;Underwood, Sonia M.
学生们经常遇到将不同大学课程的知识联系起来解决海洋酸化等复杂问题的困难，海洋酸化是持续的气候危机中的一个紧迫问题。在这里，我们介绍了一个多学科的活动，学生利用他们的化学知识，通过Le Chatelier原理和偶合反应的平衡来解释二氧化碳浓度的变化如何影响海洋中更广泛的贝类生物和生态系统的生物现象。在这项活动中，我们以以前的文献为基础，强调三维学习(3DL)，以支持学生对这个复杂问题的更深层次的理解。这项海洋酸化活动要求学生解释(1)二氧化碳浓度和海洋酸碱度之间的关系，以及(2)海洋酸碱度的变化如何以及为什么会削弱贝类生物。在某大型院校上普通化学第二学期课程的136名学生中，93%的学生能够正确预测二氧化碳与pH之间的关系(化学-生物联系)。此外，43%的学生能够进一步正确地应用这一知识来解释一种不熟悉的情况，即pH降低可能导致贝壳中可用碳酸盐离子减少(生物现象)。这一结果突出表明，虽然一些学生能够正确地解释生物现象并建立有意义的联系，但其他学生需要额外的课堂支架和学生与教师的互动，才能整合他们的知识来解释这种陌生的复杂生物现象。文中还讨论了对教学和未来实施的影响。
Students often experience difficulty in connecting knowledge from different college courses to solve complex problems such as ocean acidification, a pressing concern within the ongoing climate crisis. Here, we introduce a multidisciplinary activity in which students use their chemistry knowledge of change and stability in chemical systems through Le Chatelier’s principle and equilibrium of coupled reactions to explain the biological phenomenon of how changes in CO2concentrations can impact shelled organisms and ecosystems more broadly in the ocean. In this activity, we build on prior literature and emphasize Three-Dimensional Learning (3DL) to support students in developing a deeper understanding of this complex problem. This Ocean Acidification activity asks students to explain (1) the relationship between CO2concentration and ocean pH and (2) how and why changes in ocean pH could weaken shelled organisms. Among 136 students in a second-semester general chemistry course at a large institution, 93% were able to correctly predict the relationship between CO2and pH (chemistry-biology connection). Additionally, 43% of the students were able to then further apply this knowledge correctly to explain an unfamiliar situation in which the decreased pH could lead to less available carbonate ion for the shells (biological phenomenon). This result highlights that while some students were able to correctly explain the biological phenomenon and make meaningful connections, others would require additional in-class scaffolding and student-instructor interaction to be able to integrate their knowledge to explain this unfamiliar complex biological phenomenon. Implications for teaching and future implementations are also discussed.
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影响因子：
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作者：
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通讯作者：
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DOI：
10.1187/cbe.14-11-0209
发表时间：
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DOI：
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发表时间：
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