Chemistry Education: Ten Heuristics To Tame
Chemistry Education: Ten Heuristics To Tame
复制标题
化学教育：十大启发法
DOI：
10.1021/ed4008765
复制
发表时间：
2014
影响因子：
3
通讯作者：
V. Talanquer
中科院分区：
文献类型：
--
作者：
V. Talanquer
我们化学课上的学生经常对我们的问题做出肤浅的回答。他们在对化学物质和过程的特性做出判断和决策时未能识别相关线索，并做出仓促的概括，这常常使他们误入歧途。决策心理学的研究结果可以帮助我们更好地了解学生在知识、时间或动机有限的情况下如何完成化学任务。在这篇文章中，我描述了 10 种通常会导致学生思维偏差的认知启发法。帮助学生驯服这些启发式方法可能会让我们在化学课堂上培养更有意义的学习。
Students in our chemistry classes often generate shallow responses to our questions and problems. They fail to recognize relevant cues in making judgments and decisions about the properties of chemical substances and processes, and make hasty generalizations that frequently lead them astray. Results from research in the psychology of decision making can help us better understand how students approach chemistry tasks under conditions of limited knowledge, time, or motivation. In this contribution, I describe 10 cognitive heuristics that are often responsible for biases in student thinking. Helping students tame these heuristics may allow us to foster more meaningful learning in chemistry classrooms.