3D基于对象的卡片排序:一种在化学中引起多模式推理的方法
Robin Morgenstern1, Samuel Pazicni1, Sarah A Swineheart1
1Department of Chemistry, University of WisconsinMadison, Madison, Wisconsin 53706, United States.
Journal of chemical education
|October 20, 2025
概括
本研究介绍了基于3D对象的卡片排序,这是一种使用分子模型分析学生在化学中的多式推理的新方法. 它使化学教育中的空间思维和体现认知更加可见和可分析.
科学领域:
- 化学教育研究 化学教育研究
- 认知科学 认知科学
- 空间认知 空间认知
背景情况:
- 传统的卡片排序方法在捕捉多式联络推理方面存在局限性.
- 了解学生在化学中的空间推理对于像分子对称性这样的复杂概念至关重要.
研究的目的:
- 引入和评估基于3D对象的卡片排序作为一种分析学生化学多式推理的新方法.
- 探索学生如何使用可操纵的分子模型对空间复杂的化学概念进行推理.
主要方法:
- 开发了一个基于3D对象的卡片排序任务,包含物理或虚拟分子模型.
- 从学生采访中收集和分析多式联络数据,包括手势,模型操纵和口头推理.
- 通过使用"心理学定性研究的期刊文章报告标准"来评估方法的完整性.
主要成果:
- 该方法产生了丰富的多式联运数据,捕捉了细粒度的过程级推理.
- 在分类过程中,数据为学生的概念和认识资源提供了洞察力.
- 基于3D对象的卡片排序有效地使学生的推理更加可见和可分析.
结论:
- 基于3D对象的卡片排序为空间思维,表示使用和化学体现认知提供了新的研究机会.
- 该方法对化学教育中的研究和课堂应用都有重大影响.
- 这种方法增强了科学教育中多式学生推理的分析.
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