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Text editing in chemistry instruction

机译：化学教学中的文字编辑

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In two experiments, differential performance onchemistry problems was obtained for twotraining strategies: text editing andconventional problem solving. Text editingrequires students to scan the text of problemstatements and specify whether it providessufficient, missing or irrelevant informationfor solution. It was hypothesized that textediting, which emphasizes gaining familiaritywith schematic knowledge, would lead to higherachievement than conventional problem solving.Experiment one indicated that text editing wassuperior to conventional problem solving inlearning to solve molarity and dilutionproblems. In particular, students who weretrained in text editing skipped someintermediate steps while solving molarityproblems. In contrast, using stoichiometryproblems, experiment two showed that students whowere trained in text editing performed worsethan students given conventional problems tosolve. An error analysis suggested that becauseof its failure to direct students' attention tothe coherent problem structure in the firstinstance, text editing has no advantage overconventional problem solving in the domain ofstoichiometry problems. It was concluded thatthe suitability of a text editing trainingstrategy depends on the learning materials.
机译：在两个实验中，针对化学问题的不同表现获得了两种培训策略：文本编辑和常规问题解决。文本编辑要求学生扫描问题陈述的文本，并指定其是否提供足够，缺少或不相关的信息来解决。假设文本编辑强调了对示意图知识的熟悉，将导致比常规问题解决更高的成就。实验一表明，文本编辑优于传统的解决问题的学习方法，可以解决摩尔问题和稀释问题。尤其是，接受过文本编辑培训的学生在解决摩尔问题时跳过了一些中间步骤。相比之下，使用化学计量学问题，实验二表明，受过文本编辑训练的学生的表现要差于需要解决常规问题的学生。一项错误分析表明，由于文本编辑一开始未能将学生的注意力吸引到连贯的问题结构上，因此在化学计量学问题上，文本编辑没有比常规问题解决更优越的优势。结论是，文本编辑培训策略的适用性取决于学习材料。

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