Collaborative Research: Exploring Student Understanding of Physical Chemistry

合作研究：探索学生对物理化学的理解

• 批准号: 0816948
• 负责人: Chris Rasmussen
• 金额: $ 3.13万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0816948&HistoricalAwards=false
• 关键词: Collaborative; Research; Exploring; Student; Understanding

Chemistry (12) The development of student understanding of mathematical equations in physical chemistry is being investigated using an emergent research methodology from mathematics education research known as Toulmin analysis. This approach uses Toulmin's argumentation scheme as a way of documenting and analyzing activities that take place in an interactive classroom where discussion takes place. The approach is being adapted from mathematics, where it has been used in differential equations classrooms, to chemistry, where it is being used to analyze interactions among students working in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry classrooms. The findings are expected to help explain the ways that students translate mathematical equations and symbols into descriptions of macroscopic and microscopic systems, and to add to the body of knowledge about effective pedagogical practices in STEM. Instruments from physics education research are being adapted for physical chemistry and implemented within the Physical Chemistry Online and POGIL communities to compare student understanding of mathematical equations across levels of mathematical preparation, and across classrooms where different pedagogies are used. This collaborative project includes interactions among researchers in chemistry, physics, and mathematics education research, thus connecting and enhancing their work and creating a community of scholars who can act as resources for each other and for those seeking information.Intellectual Merit: This project is adding to the body of STEM education research by developing new and revised models of how undergraduate STEM students learn. It also promises to adapt and develop new methods for documenting the collective activity of students in classrooms, thus offering researchers new techniques for revealing the ways that students reason in classrooms where pedagogical techniques such as learning in groups or teams are used. The study of student understanding of mathematical equations in POGIL physical chemistry adds to the body of knowledge about effective practices in STEM education.Broader Impacts: Findings from this project can be used to challenge current classroom practices and are expected to lead to new ideas for creating educational materials and teaching strategies that have the potential for directly impacting educational practices in STEM. While focusing on student understanding of mathematical equations used in physical chemistry, the project provides an opportunity to build community and connections among researchers in chemistry, mathematics, and physics education. The results of the proposed work will be presented at regional and national ACS meetings, the BCCE, the GRC on Chemistry Education Research and Practice, the GRC on Visualizations in Science Education, the National Council of Teachers of Mathematics, and the American Association of Physics Teachers.

化学（12）正在使用名为Toulmin分析的数学教育研究中的新兴研究方法研究学生对物理化学中数学方程的理解的发展。这种方法使用图尔明的论证方案作为记录和分析在讨论进行的互动课堂中进行的活动的一种方式。该方法是从数学（已在微分方程教室中使用的数学）改编成化学，在该数学中，它被用于分析从事方向导向的指导询问学习（POGIL）物理化学课堂的学生之间的互动。这些发现有望有助于解释学生将数学方程式和符号转化为宏观和微观系统描述的方式，并增加有关STEM中有效的教学实践的知识。物理教育研究的仪器正在适应物理化学，并在在线化学和Pogil社区中实施，以比较学生对数学准备水平的数学方程的理解，以及使用不同教学法的教室。该协作项目包括化学，物理和数学教育研究方面的研究人员之间的互动，从而联系和增强他们的工作，并创建一个可以互相充当资源的学者和寻求信息的学者社区。智能优点：该项目正在为开发新的和经过修订的STEM教育研究模型增添了STEM教育研究，以开发新的和经过修订的STEM学生，该模型的学生学习如何学习。它还有望适应和开发新方法，以记录课堂中学生的集体活动，从而为研究人员提供新的技术，以揭示学生在教学技术中使用教学技术（例如在小组或团队中学习）的教室中推理的方式。研究学生对Pogil物理化学中数学方程式的理解的研究增加了有关STEM教育中有效实践的知识的体系：Boader的影响：该项目的发现可用于挑战当前的课堂实践，并有望为创建具有直接影响STEM中直接影响教育实践的教育材料和教学策略提供新的想法。 该项目着重于学生对物理化学中使用的数学方程式的理解，为化学，数学和物理教育方面的研究人员之间建立社区和联系提供了机会。 拟议工作的结果将在区域和国家ACS会议，BCCE，化学教育研究和实践的GRC，科学教育可视化的GRC，数学教师委员会以及美国物理教师协会中介绍。