The Impact of Core-Idea Centered Instruction on High School Students' Understanding of Structure--Property Relationships

Autor/inn/en	Stowe, Ryan L.; Herrington, Deborah G.; McKay, Robert L.; Cooper, Melanie M.
Titel	The Impact of Core-Idea Centered Instruction on High School Students' Understanding of Structure--Property Relationships
Quelle	In: Journal of Chemical Education, 96 (2019) 7, S.1318-1326 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stowe, Ryan L.) ORCID (Herrington, Deborah G.) ORCID (Cooper, Melanie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	High School Students; Science Instruction; Chemistry; Standards; Molecular Structure; Scaffolding (Teaching Technique); Teaching Methods; Introductory Courses; Curriculum Development; Evidence Based Practice; Undergraduate Study; Instructional Effectiveness; Case Studies; Correlation; Student Attitudes; Student Evaluation + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grundstudium; Unterrichtserfolg; Case study; Fallstudie; Case Study; Korrelation; Schülerverhalten; Schulnote; Studentische Bewertung
Abstract	Widespread adoption of the Next Generation Science Standards (NGSS) has created a need to carefully consider how chemistry curricula should support students in understanding the world in terms of atomic/molecular behavior. We argue that Standards-aligned coursework should be "core-ideas centered" due to evidence that curricula embedded in scaffolded progressions of core ideas can help students develop, organize, and use their knowledge to make molecular-level sense of phenomena. Our team of teachers and researchers has previously proposed a model for developing an integrated, core idea focused introductory chemistry curriculum by adapting the conceptual progressions underpinning the evidence-based undergraduate chemistry course Chemistry, Life, the Universe, and Everything (or CLUE). Here, we examine the efficacy this NGSS-aligned chemistry course (called High School CLUE or HS-CLUE) in helping students connect atomic/molecular structure to observable properties. This study made use of a cross-sectional approach to compare the responses of three student cohorts, each instructed according to a different curriculum, on a three-part structure--properties assessment. There is a positive association between enrollment in HS-CLUE and (1) viewing Lewis structures as models, (2) representing hydrogen bonds as "between" molecules, and (3) constructing scientifically accurate, molecular-level explanations for the difference in boiling point between two substances. These associations were primary drivers for the significant relationship between learning environment enrollment and student responses in the majority of instances examined. Our findings provide preliminary evidence that structuring high school chemistry instruction around validated progressions of core ideas supports students in relating atomic/molecular structure to properties. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01