A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions
A Macro–Micro–Symbolic Teaching to Promote Relational Understanding of Chemical Reactions
复制标题
宏观-微观-符号教学促进对化学反应的关系理解
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Saouma Boujaoude
中科院分区：
文献类型：
--
作者：
L. Jaber;Saouma Boujaoude
这项研究的目的有三个方面：（1）确定黎巴嫩一所学校10年级学生在化学微观-宏观-符号界面上阻碍他们概念理解的困难，（2）调查宏观-微观-符号教学法对学生化学反应关系理解的影响，（3）在教学的最后阶段，从宏观、微观、符号三个层次以及它们之间的关系来表征学生对化学反应的理解。来自两个部门的46名10年级学生参加了这项研究。两个部分都遵循以学生为中心的方法，以建构主义教学法为基础。因此，教师扮演了一个促进者的角色，通过提问、监控、验证和澄清思想，引导学生进行意义归纳学习。实验组教学的特点是宏观-微观-象征性教学，侧重于水平之间的相互作用，整合各种表征，并让学生参与关于化学知识性质的认识性话语。研究的数据来源包括一个前测试和两个后干预任务：一个后测试和一个概念图任务，除了从两个部分选定的学生访谈。研究结果显示，宏微符号教学能增进学生对化学反应的概念理解与关系学习。此外，针对不同的教学方法，提出了四个与学生的概念和认识论思维有关的论断。教学和教师教育计划的影响，以及进一步研究的建议，根据这些研究结果进行了讨论。
The purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro–macro–symbolic interface in chemistry, (2) to investigate the effect of a macro–micro–symbolic teaching approach on students’ relational understanding of chemical reactions, and (3) to characterize students’ conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro–micro–symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro–micro–symbolic teaching enhanced students’ conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students’ conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings.