Fostering Connections between Macroscopic, Submicroscopic, and Representational Levels Using Analogical Reasoning in the Chemistry Laboratory

科学家和科学教育家强调了类比推理在创新、新发现和推动科学发展中的重要作用。化学家善于使用这种类比推理，将可以用感觉(宏观层面)进行的观察、原子和分子等亚微观粒子的行为，以及化学中使用的各种表示法之间建立联系。然而，许多化学学生在大学课程中很难建立这些联系，这给他们的学习造成了障碍。核心学习周期(化学观察、表征、实验)旨在为学生提供一个环境，使他们能够按照反映实验和发现过程的顺序发展他们的类比推理技能。CORE的一个主要目标是支持发展强大的类比推理技能，以促进宏观、亚微观和代表性领域之间的联系。另一个关键目标是促进将强大的类比推理整合到实验设计过程和构建科学论点中。这个项目将调查学生如何使用类比推理来构建与化学实验室工作相关的科学论点，以及反复接触核心实验如何影响学生在宏观、亚微观和代表性水平上协调他们的想法的能力。因此，它有可能为本科生提供在未来成功参与科学、技术、工程和数学(STEM)所需的技能。这个NSF改善本科生STEM教育(IUSE：EHR)的项目将收集关键证据，以更好地了解如何培养本科生的类比推理技能，并帮助学生在宏观、亚微观和表征层面上协调想法。这项研究将通过一系列五个核心实验来调查学生参与核心学习周期的情况。嵌入核心学习周期的基本框架是基于结构映射理论和类比教学模式。两个研究问题将被解决：(1)学生如何使用类比推理来构建与化学实验室工作相关的科学论点？以及(2)反复接触核心实验如何影响学生在宏观、亚微观和表征层面上协调想法的能力？学生的实验工作将被分析，以评估他们对类比推理的理解，对类比的局限性的欣赏，以及学生科学论证的质量。采用图尔明论证模型的改编版本来评估学生科学论证的质量。这个为期三年的项目每年将有32名学生参与，每年夏天将聘请一名K-12科学教师来调整核心实验，以适应K-12课堂。该项目将提供新的知识，使科学教育研究人员和STEM教师了解如何在宏观、亚微观和代表性层面培养类比推理技能和思想协调。

Scientists and science educators have emphasized the vital role that reasoning with analogies plays in innovation, making new discoveries, and advancing science. Chemists are adept at using such analogical reasoning to make connections between observations that can be made with the senses (macroscopic level), the behavior of submicroscopic particles such as atoms and molecules, and the various representations used in chemistry. However, many chemistry students struggle with making these connections in college courses, and this creates a barrier to their learning. The CORE learning cycle (Chemical Observations Representation Experimentation) is designed to provide an environment where students can develop their analogical reasoning skills in a sequence that mirrors the process of experimentation and discovery. A main goal of CORE is to support the development of strong analogical reasoning skills in a way that fosters the connections between macroscopic, submicroscopic and representational domains. Another key goal is to foster the integration of strong analogical reasoning into the experimental design process and in construction of scientific arguments. This project will investigate how students use analogical reasoning in constructing scientific arguments related to chemistry laboratory work and how repeated exposure to CORE experiments influence students' abilities to coordinate their ideas across macroscopic, submicroscopic, and representational levels. Thus, it has the potential to provide undergraduate students with the skills needed to be successful in participating in science, technology, engineering, and mathematics (STEM) in the future.This NSF Improving Undergraduate STEM Education (IUSE: EHR) project will gather critical evidence to better understand how to develop undergraduate chemistry students' analogical reasoning skills and help students coordinate ideas across macroscopic, submicroscopic, and representational levels. The research will investigate student participation in CORE learning cycles over a series of five CORE experiments. The underlying frameworks embedded in the CORE learning cycle are based on Structure Mapping Theory and the Teaching-with-Analogy model. Two research questions will be addressed: (1) How do students use analogical reasoning in constructing scientific arguments related to chemistry laboratory work? and (2) How does repeated exposure to CORE experiments influence students' abilities to coordinate ideas across macroscopic, submicroscopic, and representational levels? Students' laboratory work will be analyzed to assess their understanding of analogical reasoning, their appreciation for the limitations of analogies, and the quality of students' scientific arguments. An adaptation of Toulmin's model of argumentation will be used to assess the quality of students' scientific arguments. The three-year project will involve 32 student participants per year and will engage a K-12 science teacher each summer to adapt CORE experiments for K-12 classrooms. The project will contribute new knowledge to inform both science education researchers and STEM instructors about ways to foster analogical reasoning skills and coordination of ideas across macroscopic, submicroscopic and representational levels.