Heuristic chemistry—a qualitative study on teaching domain-specific strategies for the six-electron case
Heuristic chemistry—a qualitative study on teaching domain-specific strategies for the six-electron case
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启发式化学——六电子案例特定领域策略教学的定性研究
DOI：
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发表时间：
2012
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通讯作者：
P. Schreiner
中科院分区：
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作者：
Nicole Graulich;R. Tiemann;P. Schreiner
我们研究了特定领域启发式策略在掌握和预测周环六电子重排方面的效率。根据最近对这些类型反应的研究结果，开发了一个新概念，可以帮助学生更容易地识别和描述复杂分子中的六电子重排。这项针对化学专业学生的定性研究的目的是了解学生如何根据他们的先验知识应对这一新概念，并揭示这种方法的优点和局限性。结果表明，使用特定领域的启发式策略为学生提供了面向过程的思维技能，以识别六电子重排并确定和预测反应机制和结果。对重复模式和结构-属性关系的明确强调培养了学习者的概念思维。
We investigate the efficiency of domain-specific heuristic strategies in mastering and predicting pericyclic six-electron rearrangements. Based on recent research findings on these types of reactions a new concept has been developed that should help students identify and describe six-electron rearrangements more readily in complex molecules. The goal of this qualitative study with chemistry majors is to understand the way students cope with this new concept depending on their prior knowledge, and to reveal the merits and limitations of this approach. The results suggest that the use of domain-specific heuristic strategies provides the students with process-orientated thinking skills to identify six-electron rearrangements and to determine as well as predict reaction mechanisms and outcomes. The explicit emphasis on recurrent patterns and structure–property relationship fosters the conceptual thinking of the learner.