Two Design Principles for the Design of Demonstrations to Enhance Structure-Property Reasoning

Autor/inn/en	den Otter, Marie-Jetta; Dam, Michiel; Juurlink, Ludo B. F.; Janssen, Fred
Titel	Two Design Principles for the Design of Demonstrations to Enhance Structure-Property Reasoning
Quelle	In: Education Sciences, 11 (2021), Artikel 504 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (den Otter, Marie-Jetta) ORCID (Juurlink, Ludo B. F.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Chemistry; Demonstrations (Educational); Logical Thinking; Instructional Design; Direct Instruction; Science Instruction; Secondary School Students; Foreign Countries; Instructional Effectiveness; Secondary School Science; Scaffolding (Teaching Technique); Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Chemie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Ausland; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	Structure-property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure-property reasoning difficult. This study assessed two design principles for the development of structure-property reasoning in the context of demonstrations: (1) use of a POE task (predict-observe-explain) and (2) use of the domain-specific particle perspective, both to increase student engagement and to scaffold micro-level modeling. The aim of the demonstration series was to teach structure-property reasoning more explicitly to pre-university students (aged 15-16). Demonstrations pertained to the properties of metals, salts and molecular compounds. The SPR instrument was used as a pretest and posttest in order to gain insight into the effects on structure-property reasoning. In addition, one student (Sally) was followed closely to see how her structure-property reasoning evolved throughout the demonstrations. Results show that after the demonstrations students were more aware of the structure models at the micro-level. The students also knew and understood more chemical concepts needed for structure-property reasoning. Sally's qualitative data additionally showed how she made interesting progress in modeling micro-level chemical structures. As we used conventional demonstrations as a starting point for design, this could well serve as a practical tool for teachers to redesign their existing demonstrations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01