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首页> 外文学位 >A study of how precursor key concepts for organic chemistry success are understood by general chemistry students.
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A study of how precursor key concepts for organic chemistry success are understood by general chemistry students.

机译：普通化学专业的学生如何理解有机化学成功的前体关键概念的研究。

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摘要

This study examines college student understanding of key concepts that will support future organic chemistry success as determined by university instructors. During four one-hour individual interviews the sixteen subjects attempted to solve general chemistry problems. A think-aloud protocol was used along with a whiteboard where the students could draw and illustrate their ideas. The protocols for the interviews were adapted from the Covalent Structure and Bonding two-tiered multiple choice diagnostic instrument (Peterson, Treagust, & Garnett, 1989) and augmented by the Geometry and Polarity of Molecules single-tiered multiple choice instrument (Furio & Calatayud, 1996). The interviews were videotaped, transcribed, and coded for analysis to determine the subjects' understanding of the key ideas. The subjects displayed many misconceptions that were summarized into nine assertions about student conceptualization of chemistry. (1) Many students misunderstand the location and nature of intermolecular forces. (2) Some think electronegativity differences among atoms in a molecule are sufficient to make the molecule polar, regardless of spatial arrangement. (3) Most know that higher phase change temperatures imply stronger intermolecular attractions, but many do not understand the difference between covalent molecular and covalent network substances. (4) Many have difficulty deciding whether a molecule is polar or non-polar, often confusing bilateral symmetry with spatial symmetry in all three dimensions. (5) Many cannot reliably draw correct Lewis structures due to carelessness and overuse of flawed algorithms. (6) Many are confused by how electrons can both repel one other and facilitate bonding between atoms via orbitals---this seems oxymoronic to them. (7) Many cannot explain why the atoms of certain elements do not follow the octet rule and some believe the octet rule alone can determine the shape of a molecule. (8) Most do know that electronegativity and polarity are not adequate to determine the shape of a molecule---but some apply the VSEPR theory in incorrect ways. (9) Students do not reason significantly differently when working with various representations of molecules such as ball-and-stick models, molecular formulas, and Lewis structures.; The study illuminated specific parts of the general chemistry curriculum that are particularly troublesome for students but necessary for their further achievement in chemistry. This information is important; it gives the discipline of chemistry education target areas to focus on for general chemistry pedagogical improvement efforts.
机译：这项研究考察了大学生对关键概念的理解，这些概念将支持大学讲师确定的未来有机化学的成功。在四小时一小时的个人访谈中，十六名受试者试图解决一般的化学问题。白板上使用了思考型协议和白板，学生可以在其中画画和说明自己的想法。访谈的方案改编自共价结构和键合两层多选诊断仪（Peterson，Treagust，＆Garnett，1989），并通过分子的几何和极性单层多选仪（Furio＆Calatayud， 1996）。采访录像，转录和编码以进行分析，以确定受试者对关键思想的理解。受试者表现出许多误解，这些误解归纳为关于学生化学概念化的九种主张。 （1）许多学生误解了分子间作用力的位置和性质。 （2）一些人认为分子中原子间的电负性差异足以使分子极性化，而与空间排列无关。 （3）大多数人知道较高的相变温度意味着更强的分子间吸引力，但是许多人不了解共价分子和共价网络物质之间的区别。 （4）许多人难以确定分子是极性的还是非极性的，常常使双向对称性和空间对称性在所有三个维度上混淆。 （5）由于粗心和错误算法的过度使用，许多人无法可靠地绘制正确的Lewis结构。 （6）许多人对电子如何互相排斥并促进原子之间通过轨道键合感到困惑，这对他们来说似乎是矛盾的。 （7）许多人无法解释为什么某些元素的原子不遵循八位位组规则，而有些人则认为仅八位位组规则可以确定分子的形状。 （8）大多数人确实知道电负性和极性不足以确定分子的形状-但有些人以错误的方式应用了VSEPR理论。 （9）在使用各种表示形式的分子（例如球棒模型，分子式和Lewis结构）时，学生的推理没有明显不同。这项研究阐明了普通化学课程的特定部分，这些部分对学生来说特别麻烦，但对他们在化学方面的进一步成就是必不可少的。此信息很重要；它为化学教育目标领域的学科提供了重点，以专注于一般化学教学的改进工作。

著录项

  • 作者

    Meyer, Patrick Gerard.;

  • 作者单位

    Western Michigan University.;

  • 授予单位 Western Michigan University.;
  • 学科 Education Sciences.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;
  • 关键词

  • 入库时间 2022-08-17 11:41:34

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