University Students' Understanding of Chemistry Processes and the Quality of Evidence in Their Written Arguments

Autor/inn/en	Seung, Eulsun; Choi, Aeran; Pestel, Beverly
Titel	University Students' Understanding of Chemistry Processes and the Quality of Evidence in Their Written Arguments
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 4, S.991-1008 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Chemistry; Science Instruction; College Science; Persuasive Discourse; Writing Assignments; Reports; College Students; Science Process Skills; Science Laboratories; Qualitative Research; Statistical Analysis; Science Experiments; Laboratory Experiments; Knowledge Level; Technology Uses in Education + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Abschlussbericht; Berichten; Collegestudent; Qualitative Forschung; Statistische Analyse; Laboratory work; Laborarbeit; Wissensbasis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	We have developed a process-oriented chemistry laboratory curriculum for non-science majors. The purpose of this study is both to explore university students' understanding of chemistry processes and to evaluate the quality of evidence students use to support their claims regarding chemistry processes in a process-oriented chemistry laboratory course. The data were collected from four classes offered during the first two semesters in which the new curriculum was implemented. We analyzed students' written laboratory reports, which included the components of claims, evidence, and reflection, to investigate their understanding of the process skills required in knowledge construction in chemistry. We also evaluated the quality of evidence the students used to support their claims regarding chemistry processes by using five-level criteria which we developed. The findings of this study show that a process-oriented laboratory curriculum contributes to developing university students' understanding of chemistry processes and the ability to link appropriate and sufficient evidence to their claims. The findings of this study also imply that there are specific types of process skills which are unique or more necessary for chemistry research, and these skills can be developed through a process-oriented chemistry laboratory curriculum. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01