探索VisChem方法的适应:向粒子层次解释的进步和
Meng-Yang Matthew Wu1, Ellen J Yezierski1
1Department of Chemistry and Biochemistry, Miami University, Oxford, Ohio 45056, United States.
Journal of chemical education
|July 9, 2025
概括
高中化学教师的专业发展显示了一些粒子级概念的吸收,但在解释过程方面存在困难. 解决教学传统和标准是提高化学概念理解的关键.
科学领域:
- 化学教育研究 化学教育研究
- 科学教师 专业发展 教师 专业发展
背景情况:
- 下一代科学标准 (NGSS) 改革化学教育.
- 专业发展 (PD) 设计往往忽视了阻碍有效PD吸收和忠实性的因素.
- 教学传统和标准中的不准确性可能会阻碍学生对粒子级化学的理解.
研究的目的:
- 调查VisChem研究所PD计划的吸收和忠诚度.
- 分析高中化学教师如何将PD内容转化为课程计划.
- 确定影响化学教学中精确实施粒子层次解释的因素.
主要方法:
- 从2020年 (N=20) 和2021年 (N=15) 的VisChem研究所队伍收集和分析了学习设计 (课程计划).
- 利用本体分析来检查证据,模型和符号启发学的解释.
- 评估了参与者的教学材料中PD翻译的准确性.
主要成果:
- 参与者的课程计划显示了他们对粒子层次概念的理解.
- 描述更多地侧重于分子层面的物种,而不是解释相关过程.
- 事实学分析表明,由于证据和符号启发学的解释,在翻译VisChem方法时存在扭曲.
结论:
- 虽然PD可以引入粒子层次的思维,但在解释化学过程方面仍然存在忠实性挑战.
- 解决关于证据,模型和解释的潜在假设对于有效的PD至关重要.
- 提供了改善中学和本科水平化学教学和研究的建议.
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