Using discourse analysis to investigate the influences of instructor facilitation and course materials on student argumentation and conceptual understanding in POGIL physical chemistry classrooms
Using discourse analysis to investigate the influences of instructor facilitation and course materials on student argumentation and conceptual understanding in POGIL physical chemistry classrooms
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使用话语分析来调查 POGIL 物理化学课堂中教师引导和课程材料对学生论证和概念理解的影响
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Courtney Stanford
中科院分区：
文献类型：
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作者：
Courtney Stanford
关于不可直接测量的系统属性的主张、证据或推理，包括焓、熵、吉布斯能量、功、热容或热量。注：在数学表达式中使用 T、V 等作为变量来解释一个量相对于另一个量如何变化时，不会被视为“宏观”；它们将被视为象征性的 观察 与现象或观察的经验相关的主张、证据或推理 定义和规则 概念的基本描述 亚微观水平由太小而无法用标准显微镜看到的结构组成，并且在原子水平上发现。在亚微观层面观察到四种类型的信息：亚原子、原子/分子、多粒子和定义，如表 13 所示。最常见的是，学生在讨论粒子的相对运动和间距时引用多粒子层面的概念。有时，班级会使用有关分子结构或亚原子粒子排列的信息作为
Claim, evidence, or reasoning about properties of the system which are not directly measurable including enthalpy, entropy, Gibbs energy, work, heat capacity, or heat. Note: Appeals to T, V, etc. when used as variables in a mathematical expression in explaining how one quantity would vary with respect to another would not be considered “macroscopic”; they would be considered symbolic Observation Claim, evidence, or reasoning that relates to experience of a phenomena or observation Definitions and Rules Fundamental description of concept The sub-microscopic level consists of constructs that are too small to be seen with a standard microscope, and are found at the atomic level. At the sub-microscopic level four types of information were observed: sub-atomic, atomic/molecular, multi-particle, and definitions, as detailed in Table 13. Most frequently, students referenced concepts at the multi-particle level when discussing the relative motion and spacing of particles. There were occasional instances in which the class used information about molecular structure or arrangement of sub-atomic particles as