A Nonlinear, “Sticky” Web of Study for Chemistry: A Graphical Curricular Tool for Teaching and Learning Chemistry Built upon the Interconnection of Core Chemical Principles
A Nonlinear, “Sticky” Web of Study for Chemistry: A Graphical Curricular Tool for Teaching and Learning Chemistry Built upon the Interconnection of Core Chemical Principles
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非线性、粘性的化学研究网络：基于核心化学原理互连的化学教学图形化课程工具
DOI：
10.1021/acs.jchemed.7b00878
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发表时间：
2018
影响因子：
3
通讯作者：
Nock, Katherine A.
中科院分区：
文献类型：
--
作者：
Martin, James D.;Nock, Katherine A.
国家研究委员会的 K-12 科学教育框架阐明了将科学课程从离散事实的集合转变为整合核心思想和实践的课程的必要性。为了帮助教师更好地整合内容，并回应对通常在规定的学习课程中作为孤立主题集合呈现的大量标准清单所表达的挫败感，我们开发了一个针对普通化学课程的学习方法网络。与传统的线性学习课程（标准列表倾向于将教学和学习转向覆盖范围）不同，网络学习方法强调概念的整合，学习者通过这种整合建立连贯且自洽的知识体系。使用空间和颜色编码关系，将普通化学课程映射到主要概念“物质-能量-键合”的三元组上，每个概念都表示为一种原色。传统上在标准项目符号列表中标识的子主题以图形方式放置并使用辅助颜色进行颜色编码，以提供整个普通化学课程的视觉表示。非线性学习网络方法提供了更大的“粘附能力”，教师和学习者在反思任何给定主题、概念或实践与整个网络的关系时可以实现深度学习。在提供重要背景以理解所学新材料的相关性和关系的同时，这种内容的视觉表示有助于观察和思考相互关系，提供一个框架来对观察到的现象制定逻辑解释，并激发最基本的科学过程：提出新问题。
The National Research Council’s Framework for K–12 Science Education articulates the need to shift science curricula from being a collection of discrete facts to curricula that integrate core ideas and practices. To help teachers better integrate content and to respond to expressed frustration regarding extensive lists of standards often presented as collections of isolated topics in prescribed courses of study, we developed a web of study approach to general chemistry curricula. Instead of a traditional linear course of study for which lists of standards tend to shift teaching and learning toward coverage, the web of study approach emphasizes integration of concepts by which learners build a coherent and self-consistent body of knowledge. Using both spatial and color-coded relationships, a general chemistry course is mapped onto the triad of primary concepts, Matter–Energy–Bonding, each represented as a primary color. Subtopics, traditionally identified in bulleted lists of standards, are graphically placed and color coded with secondary colors to provide a visual representation of an entire general chemistry course. The nonlinear web of study approach offers a greater “sticking capacity”, with deep learning achieved by teacher and learner as they reflect on how any given topic, concept, or practice relates to the entire web. While providing important contexts to understand the relevance and relationships of new material being learned, this visual representation of content facilitates seeing and thinking about interrelationships, provides a framework with which to formulate logical explanations of observed phenomena, and stimulates the most fundamental process of science: asking new questions.
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DOI：
--
发表时间：
2010
期刊：
影响因子：
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DOI：
--
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2002
期刊：
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作者：
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影响因子：
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作者：
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