Representational Translation With Concrete Models in Organic Chemistry
Representational Translation With Concrete Models in Organic Chemistry
复制标题
有机化学中具体模型的表征翻译
DOI：
10.1080/07370008.2012.719956
复制
发表时间：
2012
影响因子：
3.3
通讯作者：
M. Stieff
中科院分区：
文献类型：
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作者：
A. Stull;M. Hegarty;Bonnie Dixon;M. Stieff
在表征丰富的领域，如有机化学，学生必须在不同的2D表示，如图表之间进行转换时轻松准确。我们假设，有机化学图之间的转换将更准确，当使用具体的模型，因为困难的心理过程可以通过外部行动的模型。在三项研究中，任务是在有或没有模型的不同分子图之间进行翻译。模型组的表现优于对照组，接受并使用模型的学生表现优于那些接受但不使用模型的学生。该模型的使用表明，参与者正在执行外部行动，以支持或取代困难的心理空间过程。空间能力是一个比模型使用性能弱得多的预测。结果表明，具体的分子模型可以是一种有效的学习工具，但有些学生需要直接指导，才能利用模型。
In representation-rich domains such as organic chemistry, students must be facile and accurate when translating between different 2D representations, such as diagrams. We hypothesized that translating between organic chemistry diagrams would be more accurate when concrete models were used because difficult mental processes could be augmented by external actions on the models. In three studies, the task was to translate between different diagrams of molecules with or without a model. The model groups outperformed control groups, and students who received and used models outperformed those who received but did not use models. Uses of the model suggested that participants were performing external actions to support or replace difficult mental spatial processes. Spatial ability was a much weaker predictor of performance than model use. Results suggest that concrete molecular models can be an effective learning tool but some students need direct instruction to be able to take advantage of models.
DOI：
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发表时间：
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期刊：
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影响因子：
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作者：
M. Just
通讯作者：
M. Just