Model-based inquiries in chemistry
Model-based inquiries in chemistry
复制标题
DOI：
10.1002/sce.20226
复制
发表时间：
2007-11-01
影响因子：
4.3
通讯作者：
Khan, Samia
中科院分区：
文献类型：
--
作者：
Khan, Samia
本文通过课堂观察、学生调查和教师与学生的深入问题解决会议收集的数据，分析了在本科化学课堂上维持基于模型的探究的教学策略。师生互动的分析揭示了一个周期性的模式，学生在整个过程中产生，评估和修改（GEM）的假设。据推测，持续参与GEM周期有助于学生参与科学探究和模型的构建和修订。因此，创业板代表了一个很有前途的方法实现过程和内容的目标，在本科化学课堂。
In this paper, instructional strategies for sustaining model-based inquiry in an undergraduate chemistry class were analyzed through data collected from classroom observations, a student survey, and in-depth problem-solving sessions with the instructor and students. Analysis of teacher-student interactions revealed a cyclical pattern in which students generated, evaluated, and modified (GEM) hypotheses throughout the course. It is hypothesized that sustained involvement in the GEM cycle contributed to students' engagement with scientific inquiry and model construction and revision. As such, GEM represents a promising approach toward achieving process and content goals in the undergraduate chemistry classroom.