A Meta-cognitive Approach to Teaching Organic Chemistry from Fundamental Principles

从基本原理讲授有机化学的元认知方法

• 批准号: 1140901
• 负责人: Kurt VanLehn
• 金额: $ 19.93万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-04-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1140901&HistoricalAwards=false
• 关键词: Meta; cognitive; Approach; Teaching; Organic

Over 70,000 students take organic chemistry each year in the USA with attrition rates approaching 50% at some institutions. The obstacles to success in organic chemistry are both the large amount of material that students are required to learn and more importantly the unfamiliar style of problem solving and assessment. The project has developed a method of instruction based on problem solving from fundamental principles (e.g., Lewis acid/base theory; retrosynthetic analysis). However, the present materials are passive (html and pdf files). Pilot studies show that although students think they are using these materials effectively, they are actually using ineffective methods. Their illusion is consistent with studies of meta-cognitive and self-regulated learning. The project develops and tests software (called a meta-cognitive coach) that closely monitors students' problem solving so that it can offer unsolicited advice at just the right moments to motivate students to use specific, more effective learning strategies. For instance, the coach might convince a student to study a problem 2 or 3 times deeply, rather than 20 or 30 times shallowly. The project will help learning scientists know how to build effective meta-cognitive coaches for knowledge-rich domains. The project will also yield an online practice system that may significantly improve organic chemistry students' learning, which may reduce attrition and ultimately increase the flow of a diversity of students through this critical scientific pipeline.

在美国，每年有超过70，000名学生学习有机化学，在一些机构中，流失率接近50%。在有机化学中取得成功的障碍是学生需要学习的大量材料，更重要的是解决问题和评估的不熟悉风格。该项目开发了一种基于从基本原则（例如，刘易斯酸/碱理论;逆合成分析）。然而，目前的材料是被动的（html和pdf文件）。试点研究表明，尽管学生们认为他们正在有效地使用这些材料，但他们实际上使用的是无效的方法。 他们的错觉与元认知和自我调节学习的研究一致。该项目开发和测试软件（称为元认知教练），密切监测学生的问题解决，以便它可以在适当的时候提供主动建议，激励学生使用具体的，更有效的学习策略。例如，教练可能会说服学生深入研究一个问题2到3次，而不是肤浅地研究20到30次。该项目将帮助学习科学家知道如何为知识丰富的领域建立有效的元认知教练。 该项目还将产生一个在线实践系统，可以显着提高有机化学学生的学习，这可能会减少摩擦，并最终增加学生的多样性通过这一关键的科学管道的流动。