An interactive virtual laboratory addressing student difficulty in differentiating between chemical reaction kinetics and equilibrium
An interactive virtual laboratory addressing student difficulty in differentiating between chemical reaction kinetics and equilibrium
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交互式虚拟实验室解决了学生区分化学反应动力学和平衡的困难
DOI：
10.1002/cae.22178
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发表时间：
2019
影响因子：
2.9
通讯作者：
M. Koretsky
中科院分区：
文献类型：
--
作者：
M. Koretsky
反应速率与平衡交互式虚拟实验室 (IVL) 的开发是为了解决学生在分析和设计化学反应器时常见的误解——反应动力学和反应平衡之间的差异。 IVL 允许学生通过探索反应速率和平衡对温度的依赖性来理解反应速率和平衡之间的差异。该设计是为了在他们对反应速率和平衡如何取决于温度的观察之间产生认知冲突。在 IVL 中，学生将被引导完成一组 20 个框架，要求他们回答一些问题，要求他们在操作分子模拟时预测、观察或反思与特定概念相关的现象。反应率与平衡 IVL 嵌入在概念仓库中（可在 http://cw.edudiv.org/ 获取），教师可以访问学生对问题的回答，并且自动评分系统可用于学生评估。在本研究中，IVL 在初级化学工程热力学工作室课程中实施。数据来源包括 82 名同意的学生在虚拟实验室工作期间的回复以及第二天完成的调查。我们在 IVL 快结束时检查了学生对总结性概念问题对的回答，以确定学生是否理解主要概念。我们发现 57.1% 的人清楚地理解这个概念。此外，学生们表示，他们发现使用 IVL 时小组合作非常有益，并且欣赏分子现象的视觉和动态表示。
The Reaction Rate vs Equilibrium Interactive Virtual Laboratory (IVL) has been developed to address a common student misconception in analyzing and designing chemical reactors—the difference between reaction kinetics and reaction equilibrium. The IVL allows students to make meaning of the difference between reaction rate and equilibrium by exploring their dependence on temperature. The design is to create a cognitive conflict between their observations of how reaction rate and equilibrium depend on temperature. In the IVL, students are guided through a set of 20 frames where they are asked to respond to questions that ask them to predict, observe, or reflect on phenomena related to the specific concept while manipulating the molecular simulations. The Reaction Rate vs Equilibrium IVL is embedded within the Concept Warehouse (available at http://cw.edudiv.org/) and the instructors can access student responses to the questions as well as an automatic grading system can be used for student assessment. In this study, the IVL was implemented in a junior‐level chemical engineering thermodynamics studio class. Data sources included responses from 82 consenting students during their work with the virtual laboratory and a survey completed the day after. We examined student responses to the summative conceptual question pair near the end of the IVL to determine whether students understood the main concept. We found that 57.1% clearly understood the concept. In addition, students indicated that they found group work beneficial when using the IVLs and appreciated the visual and dynamic representation of molecular phenomena.