探索空间可视化技巧:研究学生在科学问题中使用3D模型的情况在"大声思考"采访中
Sarah N Abdo1,2,3, Jeremy L Hsu2, Constantine Kapetanakis4,3
1Portland State University, College of Liberal Arts and Sciences, 1825 SW Broadway, Portland, Oregon 97207, United States.
Journal of chemical education
|September 16, 2024
概括
在科学课程中有效使用3D模型的学生可以发展更深入的理解和更好的解决问题的技能. 使用3D模型进行空间可视化培训可以提高2D和3D分子概念化的能力.
科学领域:
- 科学教育科学教育教育.
- 生物化学 生物化学
- 化学 化学 化学
背景情况:
- 空间可视化和推理对于科学和工程成功至关重要.
- 学生往往缺乏有效使用3D模型进行学习的培训.
- 3D模型,就像分子套件一样,可以帮助2D和3D分子的概念化.
研究的目的:
- 研究学生使用3D模型对生物分子的概念化技术.
- 确定成功的学生在空间推理任务中使用的策略.
- 探索3D模型利用对理解2D和3D表示的影响.
主要方法:
- 基于任务的,大声思考面试与本科科学和工程学生.
- 分析参与者数据以确定可视化技术.
- 评分和比较成功和不那么成功的学生使用的技术.
主要成果:
- 成功的学生利用非正式模型在2D和3D表示之间进行过渡.
- 在3D模型中定思维的学生表现出更深层次的理解.
- 从颗粒状细节开始,辅助了用于3D概念化的诱导推理.
结论:
- 在3D模型中定思维导致更成功的初始问题解决.
- 有效的3D模型使用和空间可视化培训可以改善科学中的分子可视化.
- 实施空间可视化培训可以提高学生在科学课程中的解决问题的技巧.
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