通过落后实验室课程设计培养IMF的有意义应用
Brenda B Harmon1, Deepika Das1, Annette W Neuman1
1Department of Chemistry, Oxford College of Emory University, Oxford, Georgia 30054, United States.
Journal of chemical education
|June 17, 2024
概括
这项研究详细介绍了一个基于调查的化学实验室课程,使用逆向设计,专注于分子间力量 (IMF). 学生隔离咖啡因,应用IMF来证明选择的合理性,尽管应用差距仍然存在.
科学领域:
- 化学教育 化学教育
- 实验室课程设计 实验室课程设计
背景情况:
- 传统的化学实验室往往缺乏专注和学生驱动的调查.
- 开发基本概念的有意义的应用,如分子间力量 (IMFs) 对于学生的学习至关重要.
研究的目的:
- 设计和实施一年级和二年级基于调查的化学实验室课程.
- 将课程围绕着分子间力量 (IMF) 的最终实际应用进行结构化.
主要方法:
- 利用逆向设计,从学生想要的结果开始:隔离咖啡因.
- 围绕国际货币基金组织及其应用的中心主题结构化技术和概念.
- 纳入基于证据的教学方法,重复和学生决策的机会.
主要成果:
- 开发了一项具有挑战性的多层次实验来分离咖啡因,需要使用IMFs.
- 学生可以单独和自主地完成最终的实验室实践.
- 几个学期的教师协作和代课程开发是关键.
结论:
- 具有中心主题的逆向设计,如IMF,对于规划化学实验室课程是有效的.
- 累积实验室实践激励学生,并培养对学习的责任感.
- 尽管采取了有针对性的方法,但学生应用国际货币基金组织的能力存在差距.
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