Transitions between Representational Levels: Characterization of Organic Chemistry Students' Mechanistic Features When Reasoning about Laboratory Work-Up Procedures

Autor/inn/en	Keiner, Liz; Graulich, Nicole
Titel	Transitions between Representational Levels: Characterization of Organic Chemistry Students' Mechanistic Features When Reasoning about Laboratory Work-Up Procedures
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 1, S.469-482 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keiner, Liz) ORCID (Graulich, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Science Instruction; Organic Chemistry; Science Laboratories; Preservice Teachers; Science Process Skills; Teaching Skills; Scientific Concepts; Concept Formation; Preservice Teacher Education; Foreign Countries; High School Teachers; Secondary School Science; Germany + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Concept learning; Begriffsbildung; Lehramtsstudiengang; Lehrerausbildung; Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Deutschland
Abstract	Chemists refer to chemical phenomena on different representational levels--macroscopic, symbolic, and submicroscopic--which are directly related and connected to each other. Especially in the laboratory, students have to reason about various mechanistic features at the submicroscopic level and connect them in a meaningful way to make sense of the observable. There is plenty of evidence in chemistry education that students have difficulty connecting the different representational levels when thinking about chemical phenomena. However, current literature provides limited information about the mechanistic features that students activate when reasoning about phenomena and how they transition between the representational levels when in an organic chemistry laboratory. In this study, we performed in-depth analysis of how organic chemistry student teachers (N = 9) explained typical work-up procedures and characterized their activated mechanistic features and transitions between the different representational levels. Our analysis revealed that the students do not activate all features of a mechanism in the same way and construct various explanatory approaches. The findings emphasize the need to explicitly communicate how to connect the macroscopic and submicroscopic levels in a meaningful way in the laboratory. The implications of these findings for research, teaching, and learning to foster meaningful activation of mechanistic features are discussed. (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	2024/1/01