General Chemistry is a course served in the early semester that aims to equip students with a basic introduction to chemistry in college. Unfortunately, this compulsory course is often considered difficult by most first-year students (Cooper, Grove, Underwood, & Klymkowsky, 2010; Tai, Sadler, & Loehr, 2005). Previous research showed that many students found difficulties in understanding some concepts in chemistry and they were not familiar with laboratory equipment used in General Chemistry, and their scientific skills were also regarded low (Cengiz & Karataş, 2015; Mulford & Robinson, 2002; Taylor, Rogers, & Veal, 2009). We assume that this problem might lead to a decrease in students’ scientific attitudes that ultimately affects their academic performance. A number of studies confirmed a positive and significant relationship between attitudes and achievement in General Chemistry lectures (Brown et al., 2015a; Brandriet, Xu, Bretz, & Lewis, 2011). Therefore, it was considered necessary to apply mixed teaching approaches to promote students’ attitudes and motivation in learning General Chemistry. In order to address this problem, REORCILEA model was designed to provide powerful effects than a single teaching approach. Previous studies have successfully integrated different teaching approaches to improve students’ critical thinking, conceptual understanding, and interest in science (Ku, Ho, Hau, & Lai, 2013; Raes, Schellens, & de Wever, 2013; Sun, Looi, & Xie, 2016). To our knowledge, the improvement of pre-service chemistry teachers’ attitudes through mixed teaching approaches was rarely explored. In fact, promoting students’ attitudes, a part of affective constructs, in introductory university chemistry courses is a major goal in higher education.

中文翻译：

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以研究为导向的合作探究学习模式：提高普通化学学生的科学态度

普通化学是一门在学期初开设的课程，旨在让学生在大学里对化学有基本的了解。不幸的是，大多数一年级学生通常认为这门必修课很难（Cooper、Grove、Underwood 和 Klymkowsky，2010 年；Tai、Sadler 和 Loehr，2005 年）。先前的研究表明，许多学生在理解化学中的某些概念时遇到困难，他们不熟悉普通化学中使用的实验室设备，而且他们的科学技能也被认为很低（Cengiz & Karataş，2015；Mulford & Robinson，2002；Taylor，罗杰斯和小牛肉，2009 年）。我们假设这个问题可能会导致学生的科学态度下降，最终影响他们的学业成绩。许多研究证实了普通化学讲座中的态度和成绩之间存在积极且显着的关系（Brown 等，2015a；Brandriet、Xu、Bretz 和 Lewis，2011）。因此，有必要采用混合教学方法来提高学生学习普通化学的态度和动机。为了解决这个问题，REORCILEA 模型旨在提供比单一教学方法更强大的效果。以前的研究成功地整合了不同的教学方法，以提高学生的批判性思维、概念理解和对科学的兴趣（Ku, Ho, Hau, & Lai, 2013; Raes, Schellens, & de Wever, 2013; Sun, Looi, & Xie , 2016)。据我们所知，鲜有探讨通过混合教学方法改善职前化学教师态度的问题。事实上，在大学化学导论课程中提升学生的态度，情感建构的一部分，是高等教育的一个主要目标。