当前位置: X-MOL 学术Chem. Educ. Res. Pract. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Student assumptions and mental models encountered in IR spectroscopy instruction
Chemistry Education Research and Practice ( IF 3 ) Pub Date : 2019/12/04 , DOI: 10.1039/c9rp00113a
Lyniesha Chanell Wright 1, 2, 3 , Maria Theresa Oliver-Hoyo 1, 2, 3
Affiliation  

The mental models students have after engaging in an activity designed to teach infrared (IR) spectroscopy without reliance on IR absorption tables, were characterized. Qualitative analysis of semi-structured interviews, through open coding, allowed the classification of the mental models as Molecules as Dynamic (MAD), Bonds as Dynamic (BAD), Molecules as Static (MAS), External Energy (EE), and Internal Energy (IE). Assumptions students have about structure, dynamics, and spectra when solving IR spectra were identified and grouped as intuitive, valid, and spurious. A connection was found between participants with more sophisticated mental models and those who used multi-variate reasoning. Participants were also more likely to be successful when they compared spectra. The results of the analysis suggest IR spectroscopy should be taught through a conceptual lens to guide learning about the interaction of energy and matter.

中文翻译:

红外光谱教学中遇到的学生假设和心理模型

在进行了旨在教授红外(IR)光谱的活动而不依赖IR吸收表的活动后,对学生的心理模型进行了表征。通过开放式编码对半结构式访谈进行定性分析,可以将心理模型分类为分子为动态(MAD),键为动态(BAD),分子为静态(MAS),外部能量(EE)和内部能量(IE)。假设学生识别红外光谱时具有关于结构,动力学和光谱的假设,并将其分组为直观,有效和虚假的。在具有更复杂的心理模型的参与者和使用多元推理的参与者之间发现了联系。参与者比较光谱时也更有可能成功。
更新日期:2020-02-13
down
wechat
bug