Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry
Problem-Solving Behaviors of Different Achievement Groups on Multiple-Choice Questions in General Chemistry
复制标题
普通化学选择题不同成绩群体的解题行为
DOI：
10.1021/acs.jchemed.9b00774
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发表时间：
2020
影响因子：
3
通讯作者：
Diane M. Bunce
中科院分区：
文献类型：
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作者：
Melonie A. Teichert;Marianne Schroeder;Shirley Lin;Debra K. Dillner;Regis Komperda;Diane M. Bunce
在美国海军学院（USNA）的两个先前的研究，其中描述了学习资源的选择和自我报告的学习方法的不同成绩水平的学生的结果的基础上，目前的调查研究如何在普通化学不同成绩水平的学生实际上解决多项选择题。一个有声思维协议被选为本次调查的车辆。本研究采用整体性质性与准定量的方法分析访谈，并比较两者的相关性。整体定性方法将学生的行为分为四大类：解决问题、概念理解、考试策略和科学语言的使用。准定量分析使我们能够专注于这些类别中更具体的行为趋势，从而更详细地了解中等成绩的学生在解决算法和概念问题时的行为。中等成绩学生
On the basis of the results of two prior studies at the US Naval Academy (USNA), which described the choice of study resources and the self-reported learning approaches of students of differing achievement levels, the current investigation examines how students of differing achievement levels in general chemistry actually solve multiple-choice questions. A think-aloud protocol was selected as the vehicle for this investigation. This research utilized and compared the correlation of both a holistic qualitative and a quasi-quantitative approach to analyzing the interviews. The holistic qualitative approach identified student behaviors in four broad categories: problem-solving, conceptual understanding, test-taking strategies, and use of scientific language. The quasi-quantitative analysis allowed us to focus on more specific behavioral trends within these categories providing a more detailed picture of what middle-achieving students do when solving algorithmic and conceptual problems. Middle-achieving stude...