College chemistry students' mental models of acids and acid strength
College chemistry students' mental models of acids and acid strength
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大学化学学生酸及酸强度心智模型
DOI：
10.1002/tea.20407
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发表时间：
2011
影响因子：
4.6
通讯作者：
V. Talanquer
中科院分区：
文献类型：
--
作者：
L. McClary;V. Talanquer
本研究的中心目标是表征心理模型的酸和酸强度表示的高等院校化学专业的学生从事预测，解释和理由的任务，要求他们排名化合物的基础上，他们的相对酸强度。为此，我们完成了一项定性研究，涉及在我们大学不同类型的有机化学课程部分注册的学生。我们的分析导致了四种不同的心理模型的识别，其中一些类似于酸和酸强度的科学模型。然而，不同的模型更好地描述为综合模型，该模型将一个或多个科学模型的假设与关于决定化学物质性质的因素的直觉信念相结合。对于我们样本中的许多学生来说，心智模型更多地是作为启发式决策的工具，而不是作为产生解释的认知工具。虽然许多研究参与者使用单一的一般心理模型来完成所有的面试任务，但特定问题特征或任务性质变化的存在（例如，预测与解释）促使几个学生改变他们的心理模型或添加不同的心理表征。我们的研究表明，适当的多样化和排序的类型的学术任务，学生被要求参与可以更好地促进有意义的学习，不同类型的认知资源可能会被不同的学生激活，从而共享，分析和讨论。© 2011 Wiley Periodicals，Inc.，Inc. J Res Sci Teach 48：396 - 413，2011
The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision-making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011