Improving Learning Outcomes in Secondary Chemistry with Visualization-Supported Inquiry Activities
Improving Learning Outcomes in Secondary Chemistry with Visualization-Supported Inquiry Activities
复制标题
通过可视化支持的探究活动提高中学化学的学习成果
DOI：
10.1021/acs.jchemed.9b00205
复制
发表时间：
2019
影响因子：
3
通讯作者：
M. Stieff
中科院分区：
文献类型：
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作者：
M. Stieff
在K-12 STEM教室中，使用组件可视化工具的探究活动越来越普遍;然而，其有效性的证据主要来自缺乏生态有效性的受控实验室研究或评估接近干预的学习成果的小规模课堂干预。在这里，长期的，不同的影响可视化支持的查询活动的学习成果进行了检查的背景下，中学化学。学生的学习进行了评估总结性的内容评估完成了一个队列的1152名学生谁使用可视化支持的查询活动，从连接化学课程在一个学年。结果表明，队列表现出显着更好的ACS概念考试评估项目与课程学习目标一致。这项研究表明，可视化工具嵌入在查询活动的结果不仅在短期内的收益，但在长期的改善，相对于一切照旧的做法。
Inquiry activities with component visualization tools are increasingly prevalent in K–12 STEM classrooms; however, evidence of their efficacy has primarily been collected from controlled laboratory studies that lack ecological validity or from small-scale classroom interventions that assess learning outcomes proximal to the intervention. Here, the long-term, differential impact of visualization-supported inquiry activities on learning outcomes was examined in the context of secondary chemistry. Student learning was assessed on summative content assessments completed by a cohort of 1152 students who used visualization-supported inquiry activities from The Connected Chemistry Curriculum during a school year. Results demonstrate that the cohort performed significantly better on ACS Conceptual Exam assessment items aligned with curriculum learning objectives. This study demonstrates that visualization tools embedded in inquiry activities result not only in short-term gains but in long-term improvements relative to business-as-usual practices.