Piquette, J: Addressing Student Alternate Conceptions in Che
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- Englisch ausgewählt
Fr. 92.90
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
13.01.2009
Verlag
VDMSeitenzahl
156
Maße (L/B/H)
22/15/0.9 cm
Gewicht
250 g
Sprache
Englisch
ISBN
978-3-639-10390-8
This study explored general-chemistry instructors
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.
awareness of and ability to identify common student
alternate conceptions in chemical equilibrium.
Instructor strategies directed at remediation of
student alternate conceptions were also investigated
and compared to successful, literature-based
conceptual change methods. Fifty-two general
chemistry instructor volunteers from 50 U.S. colleges
and universities completed an interactive web-based
survey that gathered their responses to hypothetical
classroom scenarios. The three scenarios asked
respondents to evaluate student exam answers,
justify their evaluations, and report how they would
assist students to better understand ideas about
which they held alternate conceptions. This study
revealed that chemistry instructors employ a variety
of strategies in efforts to address and remediate
alternate conceptions. However, those strategies
rarely include the conditions needed to stimulate
conceptual change in students. Instructors are thus
encouraged to become familiar with successful
conceptual change strategies, using such methods as
appropriate in their classrooms.
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