Exploring the Relationships among Classroom Instruction, Engagement in Key Thinking Processes, and Students' Abilities to Apply General Chemistry Ideas Effectively in New Contexts

本项目旨在研究课堂教学与参与批判性思维过程之间的关系，以进一步了解如何提高学生在新环境中有效应用一般化学思想的能力。正在研究的一个中心问题是，如何通过将精心设计的课堂活动和家庭作业整合到课程中，在传统的以讲座为基础的普通化学环境中促进学习的转移。该项目有四个主要目标：1)根据学习迁移的研究，开发和实施这些普通化学的活动和作业，2)研究每个活动和作业的实施如何影响学生如何参与关键思维过程，3)研究关键思维过程与学生将普通化学理解应用于新环境之间的关系，4)探索学生对学习的信念、动机、首选学习策略会影响他们在关键思维过程中的参与度。项目团队正在采用知识进化设计（DKE）教学方法（由Daniel Schwartz的研究小组开发）和模型-观察-反思-解释（MORE）思维框架教学方法来开发至少20个基于DKE的“通知和协调”活动，并将其与讲座相结合。八项基于more的家庭作业，将课堂活动和演示与学生通过与证据协调来发展初始和改进模型相结合，五项“反思你的学习过程/策略”作业，以及旨在增强和评估学习的“点击”问题。项目团队正在使用现有的仪器收集和分析数据，测量学生对科学的态度、学习策略和普通化学的概念理解，以及实地观察和课堂活动实施的视频、学生的书面课程作业和对常规课程考试的反应。对学生访谈视频的分析将通过同构问题来衡量学习的保留，并通过要求学生将其理解应用于新环境的问题来衡量学习的迁移。该项目开发的资源将通过同行评审的出版物和关于如何在2012年化学教育双年会议上使用这些活动和评估的研讨会进行共享。工作坊的参与者将被邀请对材料进行测试，项目团队将提供材料并支持有效的实施。

Chemistry (12)This project is studying relationships between classroom instruction and engagement in critical thinking processes to further understanding of how to enhance students' abilities to apply general chemistry ideas effectively in new contexts. A central issue being examined is how transfer of learning can be promoted in traditional lecture-based general chemistry settings by integrating carefully crafted classroom activities and homework assignments into the courses. The project has four main goals: 1) to develop and implement such activities and assignments for general chemistry in alignment with research on transfer of learning, 2) to study how the implementation of each of the activities and assignments influences how students engage in key thinking processes, 3) to study relationships between key thinking processes and students' application of general chemistry understanding to new contexts, and 4) to explore how students' beliefs about learning, motivation, and preferred learning strategies impact their engagement in key thinking processes. The project team is adapting the Designs for Knowledge Evolution (DKE) instructional method (developed by Daniel Schwartz's research group) and the Model-Observe-Reflect-Explain (MORE) Thinking Frame instructional method to develop at least twenty DKE-based "notice and reconcile" activities to be integrated with lectures, eight MORE-based homework assignments that integrate in-class activities and demonstrations with students' development of initial and refined models through reconciliation with evidence, five "reflect on your learning processes/strategies" assignments, and "clicker" questions designed to augment and assess learning. The project team is collecting and analyzing data using existing instruments measuring students' attitudes about science, strategies for learning, and conceptual understanding in general chemistry, as well as field observations and video of the implementation of classroom activities, students' written coursework and responses to regular course exams. Analysis of video of student interviews will measure retention of learning through isomorphic questions and transfer of learning through questions that require students to apply their understandings in new contexts. Resources developed by this project will be shared through peer-reviewed publications and through a workshop on how to use the activities and assessments at the 2012 Biennial Conference on Chemical Education. Participants in the workshop will be invited to test the materials, and the project team will provide the materials and support effective implementation.