Students' reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course?
Students' reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course?
复制标题
学生对化学反应的推理：在基于情境的 16 岁后化学课程中发生了哪些变化？
DOI：
10.1080/095006999290499
复制
发表时间：
1999
影响因子：
2.3
通讯作者：
R. Millar
中科院分区：
文献类型：
--
作者：
V. Barker;R. Millar
在Salters高级化学（SAC）课程中，对250名学生进行了纵向研究，探讨了学生对基本化学概念的思考变化。36所英国学校和大学的学生在20个月课程的7个月和16个月后，在开始时完成了同样的诊断测试。问题探讨了一系列的化学主题，包括封闭和开放系统化学反应中的质量守恒，以及反应质量推理。数据显示，许多16岁以后的学生对化学反应有很多误解。然而，随着课程的进行，学生的理解水平稳步提高。虽然一些误解在SAC中没有明确地解决，但随着学生对化学概念的熟悉程度的提高，这些误解的频率会减少。更直接和明确的教学可能会加速这一进程。尽管有教学干预，但其他误解似乎抗拒改变。这表明继续需要审查教学方法。
A longitudinal study of 250 students following the context-led Salters Advanced Chemistry (SAC) course explored changes in students' thinking about basic chemical ideas. Students at 36 UK schools and colleges completed the same diagnostic test at the start, after 7 months and 16 months of their 20 month course. Questions probed a range of chemistry topics, including conservation of mass in closed- and open-system chemical reactions, and reacting mass reasoning. Data suggest that many students begin post-16 studies with a wide range of misunderstandings about chemical reactions. However, students' understanding improves steadily as the course progresses. Although some misunderstandings are not addressed explicitly in SAC, these diminish in frequency as students' familiarity with chemical ideas develops. More direct and explicit teaching may accelerate this. Other misunderstandings appear resistant to change despite teaching interventions. This suggests a continuing need to review teaching approaches.