The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry.
The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry.
复制标题
物理化学科学论证中学生化学推理的本质。
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Towns
中科院分区：
文献类型：
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作者：
A. Moon;Courtney Stanford;R. Cole;M. Towns
最近的科学教育改革努力除了强调科学知识外，还强调科学实践。在考虑学生参与科学实践方面，在高等教育层面所做的工作较少。在这项工作中，我们考虑了物理化学学生参与论证和因果解释的建构。在POGIL的两个物理化学教室里，学生们在解决热力学问题时进行对话，并被录像。视频被转录，并使用图尔明论点模式(TAP)分析成绩单。然后，使用化学思维学习进展(CTLP)中的推理模式来表征辩论(Sevian和Talanquer，2014)。结果表明，学生主要使用关系推理，其中不产生因果解释，而是使用变量之间的单一关系来证明主张的合理性。我们讨论了学生辩论中出现的所有类型的推理。
Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations. Students in two POGIL physical chemistry classrooms were videotaped as they engaged in discourse while solving thermodynamics problems. Videos were transcribed and transcripts were analyzed using the Toulmin Argument Pattern (TAP). Arguments were then characterized using the modes of reasoning in a learning progression on chemical thinking (CTLP) (Sevian and Talanquer, 2014). Results showed that students used primarily relational reasoning, in which no causal explanation is generated, rather a single relationship between variables was used to justify a claim. We discuss all types of reasoning present in students' arguments.