Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships
Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships
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调查三维学习干预对学生理解结构-属性关系的影响
DOI：
10.1039/d0rp00216j
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发表时间：
2021
影响因子：
3
通讯作者：
Gadia, Gabriela
中科院分区：
文献类型：
--
作者：
M. Underwood, Sonia;Kararo, Alex T.;Gadia, Gabriela
使用化合物的化学结构预测宏观性质的能力是化学以及生物学等其他学科的基本思想。在这项研究中，我们调查了不同水平的干预如何影响学生对结构-属性关系的解释(主张、证据和推理)的组成部分，特别是与沸点趋势相关的解释。这些干预措施与三维学习(3DL)相一致，在四个不同的学生队列中进行了调查：队列1--参加主动学习普通化学课程的学生为对照组；队列2--参加相同主动学习普通化学课程的学生，但接受了干预1(在上课时间执行3DL工作表)；队列3--学生参加了相同的主动学习普通化学课程，但给予了干预1和干预2(3DL课程考试问题在授课后进行)；和Cohort 4--参加改造后的主动学习普通化学课程的学生的参考小组，其中3DL是一个基本特征，并包括作为课程一部分的干预1和干预2。我们发现，第二组学生(使用3DL工作表干预)比对照组(第一组)更有可能正确预测沸点较高的化合物，并将分子间力的强度概念纳入他们对沸点差异的解释中。当3DL考试问题作为3DL工作表的后续问题提供时，第三组的学生比第一组和第二组的学生更有可能正确地识别声明。进一步的比较表明，第4组(经过改造的普通化学课程)比第1-3组更有可能包含克服更强大的力量进行更复杂的解释所需的能量的想法(第4组的学生有50%，而第1-3组的学生为17%-33%)。此外，80%的第四组学生能够正确地将氢键表示为非共价相互作用，而其他三组学生的这一比例为13%-57%。
The ability to predict macroscopic properties using a compound's chemical structure is an essential idea for chemistry as well as other disciplines such as biology. In this study we investigate how different levels of interventions impact the components of students’ explanations (claims, evidence, and reasoning) of structure–property relationships, particularly related to boiling point trends. These interventions, aligned with Three-Dimensional Learning (3DL), were investigated with four different cohorts of students: Cohort 1 – a control group of students enrolled in an active learning general chemistry course; Cohort 2 – students enrolled in the same active learning general chemistry course but given Intervention 1 (a 3DL worksheet administered during class time); Cohort 3 – students enrolled in the same active learning general chemistry course but given Intervention 1 and Intervention 2 (a 3DL course exam question administered after instruction); and Cohort 4 – a reference group of students enrolled in a transformed active learning general chemistry curriculum in which 3DL is an essential feature and includes Intervention 1 and Intervention 2 as part of the curriculum. We found that Cohort 2 students (with the 3DL worksheet intervention) were more likely than the control group (Cohort 1) to correctly predict the compound with a higher boiling point as well as incorporate ideas of strength of intermolecular forces into their explanations of boiling point differences. When a 3DL exam question was given as a follow up to the 3DL worksheet, students in Cohort 3 were more likely than Cohorts 1 and 2 to correctly identify the claim. Further comparison showed that Cohort 4 (transformed general chemistry curriculum) were more likely than Cohorts 1–3 to also include the ideas of energy needed to overcome stronger forces for a more sophisticated explanation (50% of Cohort 4 students compared to 17–33% for Cohorts 1–3). In addition, 80% of Cohort 4 students were able to construct a correct representation of hydrogen bonding as a non-covalent interaction compared to 13–57% for the other three cohorts.
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作者：
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DOI：
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2014
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