Exploring the Relationships among Classroom Instruction, Engagement in Key Thinking Processes, and Students' Abilities to Apply General Chemistry Ideas Effectively in New Contexts

化学（12）本研究课题旨在探讨课堂教学与批判性思维过程之间的关系，以进一步了解如何提高学生在新环境中有效应用一般化学思想的能力。正在研究的一个中心问题是如何转移学习可以促进在传统的讲座为基础的普通化学设置整合精心制作的课堂活动和家庭作业到课程。该项目有四个主要目标：1）根据学习迁移的研究，开发和实施这些普通化学活动和作业，2）研究每个活动和作业的实施如何影响学生如何参与关键思维过程，3）研究关键思维过程与学生将普通化学理解应用于新环境之间的关系，（4）探讨学生的学习信念、学习动机和学习策略偏好如何影响他们在关键思维过程中的参与。项目团队正在采用知识进化设计（DKE）教学方法（由丹尼尔施瓦茨的研究小组开发）和模型-观察-反思-解释（更多）思维框架教学方法，以开发至少二十个基于DKE的“通知和协调”活动，与讲座相结合，八项基于MORE的家庭作业，将课堂活动和演示与学生通过与证据的协调来开发初始和改进模型相结合，五个“反思你的学习过程/策略”的作业，以及旨在增强和评估学习的“点击器”问题。该项目小组正在收集和分析数据，使用现有的工具来衡量学生对科学的态度，学习策略和普通化学的概念理解，以及实地观察和课堂活动实施的视频，学生的书面课程作业和对常规课程考试的反应。对学生访谈视频的分析将通过同构问题来衡量学习的保留，并通过要求学生在新的背景下应用他们的理解的问题来衡量学习的转移。该项目开发的资源将通过同行评审的出版物和关于如何利用2012年双年度化学教育会议的活动和评估的讲习班进行共享。将邀请讲习班的参加者测试这些材料，项目小组将提供材料并支持有效实施。

Chemistry (12)This project is studying relationships between classroom instruction and engagement in critical thinking processes to further understanding of how to enhance students' abilities to apply general chemistry ideas effectively in new contexts. A central issue being examined is how transfer of learning can be promoted in traditional lecture-based general chemistry settings by integrating carefully crafted classroom activities and homework assignments into the courses. The project has four main goals: 1) to develop and implement such activities and assignments for general chemistry in alignment with research on transfer of learning, 2) to study how the implementation of each of the activities and assignments influences how students engage in key thinking processes, 3) to study relationships between key thinking processes and students' application of general chemistry understanding to new contexts, and 4) to explore how students' beliefs about learning, motivation, and preferred learning strategies impact their engagement in key thinking processes. The project team is adapting the Designs for Knowledge Evolution (DKE) instructional method (developed by Daniel Schwartz's research group) and the Model-Observe-Reflect-Explain (MORE) Thinking Frame instructional method to develop at least twenty DKE-based "notice and reconcile" activities to be integrated with lectures, eight MORE-based homework assignments that integrate in-class activities and demonstrations with students' development of initial and refined models through reconciliation with evidence, five "reflect on your learning processes/strategies" assignments, and "clicker" questions designed to augment and assess learning. The project team is collecting and analyzing data using existing instruments measuring students' attitudes about science, strategies for learning, and conceptual understanding in general chemistry, as well as field observations and video of the implementation of classroom activities, students' written coursework and responses to regular course exams. Analysis of video of student interviews will measure retention of learning through isomorphic questions and transfer of learning through questions that require students to apply their understandings in new contexts. Resources developed by this project will be shared through peer-reviewed publications and through a workshop on how to use the activities and assessments at the 2012 Biennial Conference on Chemical Education. Participants in the workshop will be invited to test the materials, and the project team will provide the materials and support effective implementation.