Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems.
Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems.
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DOI：
10.1187/cbe.16-03-0112
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Roseman JE
中科院分区：
文献类型：
--
作者：
Herrmann-Abell CF;Koppal M;Roseman JE
研究表明，学生很难理解基本的化学概念，也很难将这些概念应用到生物现象中。本文描述了一个单元的开发和评估，以帮助中学生将化学反应的核心思想与动植物的生长现象联系起来。现代生物学在本质上越来越分子化，要求学生理解基本的化学概念。然而，研究表明，许多学生未能掌握化学反应中原子重排和守恒的概念，也未能将这些概念应用于生物系统。为了帮助为学生提供更好的基础，我们使用了基于研究的设计原则，并合作开发了一种将化学思想应用于生活和非生活环境的课程干预。2013年春季，六名八年级教师和他们的学生参加了该单元的测试。其中两名教师在前一年春天使用了该单元的早期版本。另外四名教师被随机分配，要么实施该单元，要么继续使用现有材料教授相同的内容。进行前测和后测，并使用Rasch模型和分层线性模型对数据进行分析。结果表明，当控制前测分数，性别，语言和种族，学生谁使用的课程干预表现更好的后测比学生使用现有的材料。此外，参与干预的学生误解较少。这些结果表明，该单位的承诺，提高学生的理解有针对性的想法。
Studies have shown that students struggle to understand basic chemical concepts and have trouble applying these concepts to biological phenomena. This article describes the development and evaluation of a unit to help middle school students connect core ideas about chemical reactions to the phenomenon of growth in animals and plants. Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit’s promise in improving students’ understanding of the targeted ideas.
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影响因子：
12
作者：
Ainsworth, S
通讯作者：
Ainsworth, S
影响因子：
2.3
作者：
Adadan, Emine;Irving, Karen E.;Trundle, Kathy C.
通讯作者：
Trundle, Kathy C.
影响因子：
4.3
作者：
ANDERSSON, B
通讯作者：
ANDERSSON, B
影响因子：
4.6
作者：
ANDERSON, CW;SHELDON, TH;DUBAY, J
通讯作者：
DUBAY, J
影响因子：
0.9
作者：
Bagno, E;Eylon, BS
通讯作者：
Eylon, BS