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

在美国，每年有超过7万名学生学习有机化学，一些机构的流失率接近50%。在有机化学中取得成功的障碍不仅是学生需要学习的大量材料，更重要的是他们不熟悉的解决问题和评估的方式。该项目开发了一种基于基本原理解决问题的教学方法（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）。初步研究表明，尽管学生们认为他们有效地使用了这些材料，但实际上他们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。该项目开发并测试了一种软件（称为元认知教练），它可以密切监控学生解决问题的情况，以便在适当的时候主动提供建议，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20到30次。该项目将帮助学习科学家了解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，可能会显著提高有机化学学生的学习，这可能会减少人员流失，并最终增加学生通过这一关键科学管道的多样性。

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.