When is a molecule three dimensional? A task-specific role for imagistic reasoning in advanced chemistry.

Autor/in	Stieff, Mike
Titel	When is a molecule three dimensional? A task-specific role for imagistic reasoning in advanced chemistry.
Quelle	In: Science education, 95 (2011) 2, S. 310-336Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20427
Schlagwörter	Interview; Denkfähigkeit; Kognitive Struktur; Problemlösen; College; Molekülstruktur; Chemieunterricht; Organische Chemie; Naturwissenschaftlicher Unterricht; Hochschule; Gedankenexperiment; Gesprächsprotokoll
Abstract	Imagistic reasoning appears to be a critical strategy for learning and problem solving in the sciences, particularly chemistry; however, little is known about how students use imagistic reasoning on genuine assessment tasks in chemistry. The present study employed a think-aloud protocol to explore when and how students use imagistic reasoning for problem solving in organic chemistry. The analysis suggests that students employ imagistic reasoning preferentially for translating between various molecular representations. On more complex tasks typical of classroom assessments, the students' problem solving appears mostly dependent on the accuracy of self-generated inscriptions rather than the use of imagistic reasoning. The results indicate a variable interplay between imagistic reasoning and diagrammatic reasoning that suggests several pedagogical implications for teaching college chemistry.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2