An explanative basis for the differential performance of students with low math aptitude in general chemistry
An explanative basis for the differential performance of students with low math aptitude in general chemistry
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普通化学数学能力低的学生表现差异的解释依据
DOI：
10.1039/c9rp00068b
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发表时间：
2019
影响因子：
3
通讯作者：
Lewis, Scott E.
中科院分区：
文献类型：
--
作者：
Ralph, Vanessa R.;Lewis, Scott E.
在数学能力认知测量中得分处于底部四分之一的学生被认为有在化学课程中表现不佳的风险，而很少有人关注为什么这种差异表现持续存在。高危学生在与摩尔概念和化学计量相关的评估项目上表现最差。对所观察到的差异表现的本质的探索变得非常有趣，因为对这些主题的评估很少超出乘法或除法的范围，并且与数学能力得分前三四分位数的学生相比，熟练掌握摩尔概念和化学计量的高危学生在学术化学表现上没有明显的差距。因此，对第一学期普通化学专业的学生进行了调查，描述他们对涉及摩尔概念和化学计量的评估项目的解决过程。 348 名学生回答了所有调查提示，其中 101 名学生被确定为有风险。研究结果表明，虽然所有学生都在执行解决方案过程的算法概念化方面遇到困难，但没有风险的化学学生更有可能通过化学上不合理的解决方案途径获得正确答案。其影响不是建议取消涉及这些主题的算法、多项选择评估的评估实践，而是包括实际建议和进一步研究的机会，以提高用于评估化学计量熟练程度的措施的公平性。
Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond multiplication or division, and at-risk students who achieved proficiency with the mole concept and stoichiometry had no noticeable gaps in academic chemistry performance when compared to students scoring in the top three quartiles of math aptitude. Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry. Three hundred and forty-eight students responded to all survey prompts with 101 identified as at-risk. Findings suggest that while all students were observed to struggle in the conceptualization of the algorithms by which they execute solution processes, not-at-risk chemistry students were more likely to achieve correct answers via chemically implausible solution pathways. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry.
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