Heuristic Reasoning in Chemistry: Making decisions about acid strength
Heuristic Reasoning in Chemistry: Making decisions about acid strength
复制标题
化学中的启发式推理：做出有关酸强度的决定
DOI：
10.1080/09500693.2010.528463
复制
发表时间：
2011
影响因子：
2.3
通讯作者：
V. Talanquer
中科院分区：
文献类型：
--
作者：
L. McClary;V. Talanquer
学生推理策略的特征化对于促进有意义学习的教学策略的发展至关重要。特别是，识别学生用于减少认知负荷的快捷推理程序（推理）可以帮助我们制定策略，以促进更多分析性思维方式的发展。因此，这项定性研究的中心目标是调查有机化学大学生使用的启发式推理，将我们的注意力集中在他们预测使用明确的组成和结构特征（即，结构式）。我们的研究结果表明，许多研究参与者在很大程度上依赖于一个或多个以下的解释，使他们的大部分决定：减少，代表性，和词典。尽管有视觉访问，以达到结构信息的物质包括在每个排名任务，许多学生依靠孤立的组成特征，使他们的决定。然而，任务的具体特征似乎以不同的方式触发启发式推理。虽然使用启发式可以让学生简化排名任务的某些组成部分，并产生正确的答案，但它往往会让他们误入歧途。很少有研究参与者根据科学上可接受的论点预测正确的趋势。我们的研究结果表明，需要明确发展大学化学专业学生的能力，以监测他们的思维和评估的有效性分析与启发式推理策略在不同的情况下的教学干预。
The characterization of students’ reasoning strategies is of central importance in the development of instructional strategies that foster meaningful learning. In particular, the identification of shortcut reasoning procedures (heuristics) used by students to reduce cognitive load can help us devise strategies to facilitate the development of more analytical ways of thinking. The central goal of this qualitative study was thus to investigate heuristic reasoning as used by organic chemistry college students, focusing our attention on their ability to predict the relative acid strength of chemical compounds represented using explicit composition and structural features (i.e., structural formulas). Our results indicated that many study participants relied heavily on one or more of the following heuristics to make most of their decisions: reduction, representativeness, and lexicographic. Despite having visual access to reach structural information about the substances included in each ranking task, many students relied on isolated composition features to make their decisions. However, the specific characteristics of the tasks seemed to trigger heuristic reasoning in different ways. Although the use of heuristics allowed students to simplify some components of the ranking tasks and generate correct responses, it often led them astray. Very few study participants predicted the correct trends based on scientifically acceptable arguments. Our results suggest the need for instructional interventions that explicitly develop college chemistry students’ abilities to monitor their thinking and evaluate the effectiveness of analytical versus heuristic reasoning strategies in different contexts.