Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength
Development and Assessment of A Diagnostic Tool to Identify Organic Chemistry Students’ Alternative Conceptions Related to Acid Strength
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开发和评估诊断工具来识别有机化学学生与酸强度相关的替代概念
DOI：
10.1080/09500693.2012.684433
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发表时间：
2012
影响因子：
2.3
通讯作者：
Stacey Lowery Bretz
中科院分区：
文献类型：
--
作者：
L. McClary;Stacey Lowery Bretz
本研究的主要目的是建立一个新的诊断工具，以确定有机化学学生的替代概念有关的酸强度。近20年来对大中学生酸碱概念的研究表明，这些重要概念在学生定性问题解决中存在一定的困难。然而，很少有发表的研究文件如何学生的酸的先验知识影响他们的理解酸强度在有机化学背景。我们开发了一个九项多层，多项选择的概念清单，以确定替代概念，有机化学的学生举行酸强度，以确定这些概念的流行，并确定如何强烈这些概念偏见学生的推理。我们确定了两个重要的替代概念，有机化学的学生举行酸强度。回答错误的学生比回答正确的同学对自己的答案更有信心，这表明经过一个学期的有机化学，学生不知道他们不知道什么。讨论了酸强度教学的意义。
The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed.