CHEMX: Assessing Cognitive Expectations for Learning Chemistry

教学和学习化学的核心是教师提供经验的能力，这些经验与初学者分享概念抽象、数学丰富的学科。这不仅包括化学概念，还包括如何学习化学的知识。学生对在大学课堂上学习化学的期望会影响他们在这方面的成功。物理教育研究探索了学生对学习物理的期望，导致了MPEX（马里兰州物理期望调查）的发展。我们正在调整MPEX来开发一个关于学生学习化学期望的化学调查：CHEMX。特别地，CHEMX探索了实验室在学习化学中的作用，这是由Johnstone对物质的宏观、颗粒和符号表示的工作所塑造的。从美国化学学会专业培训委员会批准的化学专业的大学化学教师、本科生和研究生中收集的数据可以检验化学学科之间的期望差异。从高中化学教师那里收集的数据检验了进入大学的本科生发展他们期望的环境。与POGIL项目（面向过程的引导探究学习，NSF奖0231120）和MORE项目（模型-观察-反思-解释，NSF奖0208029）的合作重点是明确努力改变学生的期望并探索与学生成绩的相关性。

The heart of teaching and learning chemistry is the ability of the teacher to provide experiences that share a conceptually abstract mathematically-rich subject with novice learners. This includes not only chemistry concepts, but also knowledge about how to learn chemistry. Students' expectations for learning chemistry in the university classroom impact their success in doing so.Physics education research has explored the idea of student expectations with regard to learning physics, resulting in the development of MPEX (the Maryland Physics Expectation survey). We are adapting MPEX to develop a chemistry survey regarding student expectations for learning chemistry: CHEMX. In particular, CHEMX explores the role of laboratory in learning chemistry as shaped by Johnstone's work with the macroscopic, particulate, and symbolic representations of matter.Data collection from university chemistry faculty, undergraduates and graduate students in chemistry programs approved by the ACS Committee on Professional Training allows examination of differences in expectations across the disciplines of chemistry. Data collection from high school chemistry teachers examines the environment in which entering undergraduates develop their expectations. Collaborations with the POGIL Project (Process Oriented Guided Inquiry Learning, NSF Award 0231120) and the MORE Project (Model-Observe-Reflect-Explain, NSF Award 0208029) focus upon explicit efforts to shift student expectations and explore correlations with student achievement.