An investigation of college chemistry students' understanding of structure-property relationships
An investigation of college chemistry students' understanding of structure-property relationships
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DOI：
10.1002/tea.21093
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发表时间：
2013-08-01
影响因子：
4.6
通讯作者：
Underwood, Sonia M.
中科院分区：
文献类型：
--
作者：
Cooper, Melanie M.;Corley, Leah M.;Underwood, Sonia M.
物质的分子级结构与其宏观性质之间的联系是化学中的一个基本概念。大学水平的普通化学和有机化学课程的学生接受了采访，调查他们如何使用结构-性质关系来预测诸如熔点和沸点之类的性质。虽然学生在这方面的困难是有据可查的，但它们通常被归类为个人的误解。然而，我们的研究表明，学生的问题似乎是由涉及许多不同来源的问题的复杂相互作用引起的：(1)阶段/阶段变化模型，(2)表征的使用，(3)语言和术语，以及(4)在学生推理中使用启发式。没有两个学生使用相同的想法来完成手头的任务，虽然我们确实看到了一些单一想法或启发式的反复出现，但学生组合它们的方式是不同的。我们认为，至少对于诸如确定结构-属性关系之类的高级复杂任务，学生的理解最好被理解为一组松散连接的想法、技能和启发式，这些想法、技能和启发式没有很好地整合。这些不是可以孤立地加以重建的单一误解。很明显，那些完成了我们要求的所有任务，在化学课程中取得高分的学生，无法解决化学中的核心概念。典型的评估往往掩盖了学生在核心概念上的困难，因为许多学生可能使用启发式正确回答问题，但有错误的推理。我们建议教学应该包括思想的框架式发展，以及构建和联系他们的理解的机会，这将使学生能够构建一个更连贯的框架，从而对物质的行为做出预测。(C) 2013 Wiley期刊公司
The connection between the molecular-level structure of a substance and its macroscopic properties is a fundamental concept in chemistry. Students in college-level general and organic chemistry courses were interviewed to investigate how they used structure-property relationships to predict properties such as melting and boiling points. Although student difficulties in this area are well documented, they are usually classified as individual misconceptions. However our studies showed that student problems appear to arise from a complex interplay of problems involving a number of different sources: (1) models of phases/phase change, (2) use of representations, (3) language and terminology, and (4) use of heuristics in student reasoning. No two students used the same sets of ideas to perform the task at hand, and while we did see some recurrences of a single idea or heuristic, the ways that students combined them were different. We believe that, at least for high-level complex tasks such as determining structure-property relationships, student understanding is best understood as a set of loosely connected ideas, skills, and heuristics that are not well integrated. These are not single misconceptions that can be reconstructed in isolation. What is clear is that students who have done everything we ask of them, and who have earned high grades in chemistry courses are unable to address a core concept in chemistry. Typical assessments often mask the difficulties that students have with core concepts, since many students may correctly answer a question using heuristics, but have faulty reasoning. We recommend that instruction should include a scaffolded progression of ideas, and opportunities to construct and connect their understanding that will allow students to construct a more coherent framework from which to make predictions about the behavior of matter. (C) 2013 Wiley Periodicals, Inc.