Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena
Learning difficulties experienced by grade 12 South African students in the chemical representation of phenomena
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南非 12 年级学生在现象的化学表示方面遇到的学习困难
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Aleyamma Joseph
中科院分区：
文献类型：
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作者：
U. Ramnarain;Aleyamma Joseph
本研究调查了12年级南非学生在全国化学考试中的学习困难。对学生在考试中的表现进行的定量分析显示，学生在需要进行跨化学表征水平转换的问题中的表现与在要求在离散水平上进行表征的问题中的表现之间存在显着差异，学生发现更难回答要求转换的问题。研究第二阶段的定性探索详细阐述了这一发现。当学生接受采访时，他们的不正确的反应，有大量的证据表明，他们确实有一个概念的理解在离散层次的代表性的转变，但发现它具有挑战性，使跨层次的连接。本研究的结果对课堂实践有一定的启示，并对化学教学的现状以及教师在支持学生实现化学概念理解方面的准备提出了关注。同样重要的是，当学生被提示探索与另一个层次的联系时，他们能够将他们的理解扩展到那个层次。应考虑采用支架式教学法，教师通过使学生关注各层次之间的联系来支持学生。在这方面，教师需要通过明确正在进行的转换，让学生了解化学表征层次之间的关系，并提示学生进行跨层次的转换。
This study investigated the learning difficulties of grade 12 South African students in a national chemistry examination. A quantitative analysis of students’ performance in the examination revealed there was a significant difference between student performance in questions where students needed to execute a transformation across levels of chemical representation, than in questions that demanded representation at a discrete level, with students finding it more difficult to answer questions demanding a transformation. The qualitative probe in the second phase of the study elaborated upon this finding. When students were interviewed on their incorrect responses, there was substantial evidence to suggest that they did have an understanding of the concept at the discrete levels of representation in a transformation, but found it challenging to make connections across the levels. The findings of this study have implications for classroom practice, and do raise concerns on the current status of chemistry teaching as well as the preparedness of teachers in supporting students to achieve conceptual understanding in chemistry. What was also significant was that when students were prompted to explore connections with another level, they were able to extend their understanding to that level. A scaffolding approach in which a teacher supports students by making them focus on the connections between the levels should be considered. In this regard, teachers need to engage students on the relationship between the levels of chemical representation by being explicit about the transitions being made, and prompt students in making transitions across levels.