Classification of Chemical Reactions: Stages of Expertise

Autor/inn/en	Stains, Marilyne; Talanquer, Vicente
Titel	Classification of Chemical Reactions: Stages of Expertise
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 7, S.771-793 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20221
Schlagwörter	Undergraduate Students; Chemistry; Classification; Experience; Cognitive Processes; Cognitive Structures; Protocol Analysis; Interviews; Science Education; College Science + Suchen Sie Ihr Suchwort? Chemie; Classification system; Klassifikation; Klassifikationssystem; Erfahrung; Cognitive process; Kognitiver Prozess; Cognitive structure; Kognitive Struktur; Interviewing; Interviewtechnik; Naturwissenschaftliche Bildung
Abstract	In this study we explore the strategies that undergraduate and graduate chemistry students use when engaged in classification tasks involving symbolic and microscopic (particulate) representations of different chemical reactions. We were specifically interested in characterizing the basic features to which students pay attention when classifying chemical reactions at the symbolic and microscopic levels. We identified the categories that students create when classifying chemical reactions, and compared the performance in simple classification tasks of students with different levels of preparation in the discipline. Our results suggest that advanced levels of expertise in chemical classification do not necessarily evolve in a linear and continuous way with academic training; a significant proportion of undergraduate students, regardless of their level of preparation in chemistry, based their classification schemes on the identification of surface features and failed to create chemically meaningful classes. Students' ability to identify chemically meaningful groups was strongly influenced by their recent learning experiences and their graduate work in chemistry. The level of expertise and the type of chemical representation influenced the number and types of categories created, the nature of the features used to build a class, and the role that these features played during the classification process. Although all of the participants in our study expressed similar levels of unfamiliarity with the microscopic images of chemical reactions, advanced students were more adept at using the available representational features to build chemical meaning. (Contains 5 tables and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10