Macro–Micro Thinking with Structure–Property Relations: Integrating ‘Meso-levels’ in Secondary Education
Macro–Micro Thinking with Structure–Property Relations: Integrating ‘Meso-levels’ in Secondary Education
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结构与属性关系的宏观与微观思维：将“中观层次”融入中等教育
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发表时间：
2013
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通讯作者：
A. Pilot
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文献类型：
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作者：
M. Meijer;A. Bulte;A. Pilot
学生们经常遇到很难将（亚）微观模型与宏观现象联系起来。与米勒、贝松和维恩诺的工作相一致，我们探索了如何将这个“巨大”的间隙分解成具有中间“介观”结构的较小步骤，当使用透镜、显微镜、电子扫描显微镜等来研究材料的性质时，这些中间“介观”结构变得明显。不同类型的结构，如编织图案，一根线，线内的细丝，无定形和晶体结构成为焦点。不仅分子、原子等亚微观结构及其有序性对材料和物质的性质具有重要意义，“中间”介观层次的结构也与涌现性质有关。根据我们在中学化学课程中学生如何处理中间介观结构学习的经验，我们提出并举例说明了以下设计新课程单元的策略：（1）将材料设想为介观和亚微观层次上的子系统：（2）使用直觉概念，即材料中的结构可以解释/预测性质;（3）使用关于“结构”和“属性”的直观概念;（4）使用结构的显式缩放;（5）在建模和隐喻中使用显式术语;（6）使用后续类似示例;（7）使用跨学科示例。在这一章中，我们将展示这些策略是如何整合在两个单元内，这是在最近的上下文为基础的化学课程，在荷兰的中学教育：一个单元的无机材料和一个单元的耐火材料的发展。
Students often experience that it is difficult to relate (sub)microscopic models to macroscopic phenomena. In line with the works of Millar, and Besson and Viennot, we have explored how to break up this ‘huge’ gap into smaller steps with intermediate ‘meso’-structures that become manifest when using a lens, a microscope, an electron scanning microscope and so on to investigate the nature of materials. Different types of structures such as weaving patterns, a thread, smaller filaments within threads, amorphous and crystalline structures come into focus. Not only the submicroscopic structures, such as molecules and atoms, and their ordering are of importance for the properties of materials and substances, the structures at the ‘intermediate’ meso-levels are related to emergent properties. Based on our experiences how students deal with the learning of intermediate meso-structures within chemistry lessons in secondary education, we present and illustrate the following strategies for designing new curriculum units: (1) conceive a material as system of subsystems on meso- and submicro-levels; (2) use intuitive notions that a property can be explained/predicted by structures within the material; (3) use intuitive notions about ‘structure’ and ‘property’; (4) use explicit scaling of structures; (5) use explicit terminology in modelling and metaphors; (6) use subsequent analogous examples; and (7) use interdisciplinary examples. In this chapter, we show how these strategies are integrated within two units which were used within a recent context-based chemistry curriculum for secondary education in the Netherlands: a unit about inorganic materials and a unit on the development of fire-resistant materials.