Collaborative Research: An Integrated Cognitive and Conceptual Curriculum for a General Chemistry Inquiry Laboratory

协作研究：普通化学探究实验室的综合认知和概念课程

• 批准号: 1044031
• 负责人: Kereen Monteyne
• 金额: $ 12.04万
• 依托单位: NORTHERN KENTUCKY UNIVERSITY RESEARCH FOUNDATION (DO NOT USE)
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2014-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1044031&HistoricalAwards=false
• 关键词: Collaborative; Research; Integrated; Cognitive; Conceptual

Investigators from Northern Kentucky University and California State University Fullerton are designing a series of integrated laboratory activities that scaffold students' development of cognitive skills to support conceptual understanding in chemistry. More specifically, the laboratory activities target cognitive skills specific to inquiry-based learning in the laboratory, and target the abilities of students to transform concepts between macroscopic, particulate and symbolic representations. The laboratory instructional materials focus on four concept domains in first-term general chemistry: physical and chemical change, stoichiometry, solutions, and gases. Laboratory activities are being developed using a Learning Continuum Framework which describes a developmental progression of cognitive and conceptual learning objectives scaffolded across the three inquiry approaches of structured, guided and open. The research studies relationships between cognitive skills and conceptual development in the first-term chemistry laboratory. A focus of the research will be on how students develop the capacity to interpret, develop and refine mental models that bridge between particulate and macroscopic level perspectives. The results of the research will provide practical guidance on the nature and degree of scaffolding necessary for development of cognitive skills and the nexus between conceptual learning and mental model development. Implementation of the laboratory activities is being studied at both higher education institutions in order to include students with diverse backgrounds, on the rationale that this increases generalizability and transferability of the study's findings. Replications of the laboratory activities are being sought and carried out at two- and four-year colleges across the U.S. Fully replicated laboratory activities are being shared on a free website, along with a blog reporting current research efforts, list of research questions and feedback points.

来自北方肯塔基州大学和加州州立大学富勒顿分校的研究人员正在设计一系列综合实验室活动，帮助学生发展认知技能，以支持化学概念理解。更具体地说，实验室活动的目标是特定于实验室探究式学习的认知技能，并针对学生在宏观，颗粒和符号表征之间转换概念的能力。实验室教学材料集中在第一学期普通化学的四个概念领域：物理和化学变化，化学计量，溶液和气体。实验室活动正在开发使用学习连续体框架，它描述了跨结构化，引导和开放的三种探究方法的认知和概念学习目标的发展进程。本研究旨在探讨第一学期化学实验中认知技能与概念发展之间的关系。研究的重点将是学生如何发展解释，发展和完善心理模型，颗粒和宏观层面的观点之间的桥梁的能力。研究结果将为认知技能发展所需的支架的性质和程度以及概念学习和心智模型发展之间的关系提供实践指导。目前正在研究在这两所高等教育机构开展实验室活动，以便将不同背景的学生包括在内，其理由是这样做可以提高研究结果的普遍性和可转移性。在美国各地的两年制和四年制大学中，正在寻求和开展实验室活动的复制。完全复制的实验室活动正在一个免费网站上共享，沿着一个博客，报告当前的研究工作，研究问题和反馈点列表。