Core Ideas and Topics: Building Up or Drilling Down?
Core Ideas and Topics: Building Up or Drilling Down?
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DOI：
10.1021/acs.jchemed.6b00900
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发表时间：
2017-05-01
影响因子：
3
通讯作者：
Underwood, Sonia M.
中科院分区：
文献类型：
--
作者：
Cooper, Melanie M.;Posey, Lynmarie A.;Underwood, Sonia M.
在本文中，我们讨论核心思想如何以及为何可以作为开发化学课程和评估项目的框架。虽然有许多项目指定了“大想法”或“锚定概念”，但这些想法随后的发展方式可能会无意中导致知识碎片化，而不是构建一个连贯的、情境化的框架。我们提出了我们机构转型努力中出现的四个核心思想，并在普通化学课程的背景下讨论了核心思想与更容易识别的主题之间的关系。我们展示了如何在核心思想的基础上支持和发展常用的教学主题，并讨论为什么这种方法可以产生一个更像专家的框架，学生可以在此基础上建立他们未来的理解。
In this paper we discuss how and why core ideas can serve as the framework upon which chemistry curricula and assessment items are developed. While there are a number of projects that have specified "big ideas" or "anchoring concepts", the ways that these ideas are subsequently developed may inadvertently lead to fragmentation of knowledge, rather than construction of a coherent, contextualized framework. We present four core ideas that emerged as a consequence of a transformation effort at our institution and discuss the relationships between core ideas and more recognizable topics in the context of a general chemistry course. We show how commonly taught topics can be supported and developed on the basis of the core ideas and discuss why this approach can lead to a more expert like framework upon which students can build their future understanding.