Teaching Crystal Structures in Undergraduate Courses: A Systematic Review from a Disciplinary Literacy Perspective

Autor/inn/en	Caro, Veronica; Carter, Brandon A.; Millunchick, Joanna; Reeves, Shalaunda
Titel	Teaching Crystal Structures in Undergraduate Courses: A Systematic Review from a Disciplinary Literacy Perspective
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.394-406 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caro, Veronica) ORCID (Carter, Brandon A.) ORCID (Millunchick, Joanna) ORCID (Reeves, Shalaunda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00153e
Schlagwörter	Science Instruction; Undergraduate Students; Chemistry; Literature Reviews; Content Area Reading; Content Area Writing; Learning Activities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Sinnerfassendes Lesen; Schriftliche Übung; Lernaktivität
Abstract	Teaching engineering students how to effectively communicate using the language, representations, and tools specific to their discipline is important to their development as practitioners in their respective fields. This article describes a literature review of learning activities intended to teach crystal structure and crystallography and explores the extent to which educators implement elements of disciplinary literacy. We categorized the purpose of the paper, what the students are asked to do, the representations used in the activities, and the learner roles that the activities support. We observe that a majority of the papers engage students in disciplinary practices and support many, but not all aspects of disciplinary literacy. Instructors use a variety of representations in presenting concepts and ask students to interact with the learning activities to recount information or interpret results. However, we find that the activities rarely ask students to synthesize new information or evaluate their information in any wider context. We suggest that instructors should aim to implement the entire range of learning roles, and employ more critical socio-cultural approaches when designing learning activities to make the sciences accessible to a more diverse population of learners. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01