Literaturnachweis - Detailanzeige
| Autor/inn/en | Graulich, Nicole; Hedtrich, Sebastian; Harzenetter, René |
|---|---|
| Titel | Explicit "versus" Implicit Similarity -- Exploring Relational Conceptual Understanding in Organic Chemistry |
| Quelle | In: Chemistry Education Research and Practice, 20 (2019) 4, S.924-936 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Graulich, Nicole) ORCID (Hedtrich, Sebastian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| Schlagwörter | Science Instruction; Organic Chemistry; Teaching Methods; Scientific Concepts; Concept Formation; Undergraduate Students; College Science; Molecular Structure; Foreign Countries; Germany |
| Abstract | Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a comparable reactivity from multiple different functional groups in large molecules is important for undergraduate students in organic chemistry. In this quantitative study, we aimed at exploring how to assess undergraduate students' ability to distinguish between conceptually relevant similarities and distracting surface similarities among representations. The instrument consisted of multiple-choice items in four concept categories that are generally used to estimate the reactivity in substitution reactions. This exploratory study shows that the item design for assessing students' conceptual understanding influences students' answering patterns. Insights and pitfalls gained from this investigation and future directions for research and teaching are provided. (As Provided). |
| Anmerkungen | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
