Improving Representational Competence Using Molecular Simulations Embedded in Inquiry Activities
Improving Representational Competence Using Molecular Simulations Embedded in Inquiry Activities
复制标题
利用嵌入探究活动中的分子模拟提高表征能力
DOI：
10.1002/tea.20438
复制
发表时间：
2011
影响因子：
4.6
通讯作者：
M. Stieff
中科院分区：
文献类型：
--
作者：
M. Stieff
本文讨论了基于计算机的可视化工具的设计和影响，以支持学生的学习和科学表征能力。具体来说，比较了八个使用互联化学课程的中学教室和八个使用基于讲座的方法的中学化学教室的学习成果和学生代表的使用。准实验干预的结果表明，课程和随附的可视化工具仅对学生的总结性评估成绩产生小到适度的提高。然而，对评估前和评估后学生表征使用的分析表明，互联化学课堂上的学生更有可能使用与教师和专家表征使用一致的化学系统的亚微观表征。讨论了在探究活动中使用可视化工具来提高学生在科学课堂上的表达能力和对内容的概念理解的能力。 2011 Wiley Journals, Inc. J Res Sci Teach 48: 1137-1158, 2011
The present article discusses the design and impact of computer-based visualization tools for supporting student learning and representational competence in science. Specifically, learning out- comes and student representation use are compared between eight secondary classrooms utilizing The Connected Chemistry Curriculum and eight secondary chemistry using lecture-based methods. Results from the quasi-experimental intervention indicate that the curriculum and accompanying visualization tool yield only small to modest gains in student achievement on summative assessments. Analysis of student representation use on pre- and post-assessments, however, indicate the students in Connected Chemistry classrooms are significantly more likely to use submicroscopic representations of chemical systems that are consistent with teacher and expert representation use. The affordances of visualization tools in inquiry activities to improve students' representational competence and conceptual understand- ing of content in the science classroom are discussed. 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1137-1158, 2011