Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses
Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses
复制标题
表征本科化学课程中与心态相关的挑战
DOI：
10.1021/acs.jchemed.2c00270
复制
发表时间：
2022
影响因子：
3
通讯作者：
Mooring, Suazette R.
中科院分区：
文献类型：
--
作者：
Santos, Deborah L.;Mooring, Suazette R.
科学，技术，工程和数学（STEM）课程被认为是对学生的挑战，并可能为每个领域提出独特的挑战。本研究通过调查学生在一般和有机化学讲座课程中面临的挑战，解决了研究文献中的一个空白。学生们介绍了他们对挑战中的成功或失败的看法。调查的答复被用来检查学生在化学中通常面临的挑战的类型。挑战类型的频率进行了比较，各组学生谁认为自己要么克服了他们的挑战或没有。这两组学生在整个学期的表现有显著差异。一个具体的挑战，化学能力，被确定为相关的心态理论，是更普遍的学生谁没有克服他们的挑战，并显示相对于其他挑战的性能下降。学生在化学课程中经历了广泛的挑战，这些挑战与他们的心态相互作用，并影响他们的表现。对教学的修改可以解决许多这些挑战，并鼓励对成功的坚持。
Science, technology, engineering, and mathematics (STEM) courses are considered to be challenging for students and may present unique challenges for each domain. This study addresses a gap in the research literature by investigating the challenges students face in general and organic chemistry lecture courses. Students provided information regarding their perceptions of success or failure in the face of challenges. Survey responses were used to examine the types of challenges students commonly face in chemistry. Frequencies of challenge types were compared across groups of students who perceived themselves as either having overcome their challenge or not. A significant difference in performance was observed for these two groups across the semester. One specific challenge, chemistry ability, was identified as relevant to mindset theory, was more prevalent among students who did not overcome their challenges, and showed decreased performance relative to other challenges. Students experience a wide range of challenges in chemistry courses, and these interact with their mindset and impact their performance. Modifications to instruction can address many of these challenges and encourage persistence toward success.
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