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The Complexity of Chemistry Mindset Beliefs: A Multiple Case Study Approach 化学思维模式信念的复杂性:多重案例研究法
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1039/d4rp00068d
Deborah L Santos, Suazette Reid Mooring
Mindset is a construct of interest for challenging learning environments, as science courses often are, in that it has implications for behavioral responses to academic challenges. Previous work examining mindset in science learning contexts has been primarily quantitative in nature, limiting the theoretical basis for mindset perspectives specific to science domains. A few studies in physics education research have revealed domain-specific complexities applying to the mindset construct that suggest a need to explore undergraduate perspectives on mindset within each science domain. Here we present a multiple case study examining chemistry-specific mindset beliefs of students enrolled in general and organic chemistry lecture courses. A between-case analysis is used to describe six unique perspectives on chemistry mindset beliefs. This analysis revealed that students’ beliefs about their own ability to improve in chemistry intelligence or regarding chemistry-specific cognitive abilities did not consistently match their views on the potential for change for other students in chemistry. The nature of the abilities themselves (whether they were naturally occurring or developed with effort), and the presence of a natural inclination toward chemistry learning were observed to play a role in students’ perspectives. The findings from this analysis are used to propose a more complex model for chemistry-specific mindset beliefs to inform future work.
对于科学课程这种具有挑战性的学习环境来说,思维定势是一个值得关注的建构,因为它影响到学生对学术挑战的行为反应。以往研究科学学习环境中的思维定势的工作主要是定量研究,这限制了科学领域特定思维定势观点的理论基础。物理教育研究中的一些研究揭示了思维模式建构在特定领域中的复杂性,这表明有必要在每个科学领域中探索本科生的思维模式视角。在此,我们介绍一项多案例研究,考察普通化学和有机化学授课课程学生的化学特定思维模式信念。通过案例间分析,我们描述了关于化学思维方式信念的六种独特观点。该分析表明,学生对自己提高化学智力的能力或化学认知能力的信念,与他们对其他学生在化学方面改变的潜力的看法并不一致。据观察,能力本身的性质(是自然形成的还是通过努力发展起来的)以及是否存在对化学学习的自然倾向在学生的观点中起着作用。本分析的结果用于提出一个更复杂的化学思维信念模型,为今后的工作提供参考。
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引用次数: 0
Development of problem-solving skills supported by metacognitive scaffolding: Insights from students’ written work 在元认知支架的支持下发展解决问题的能力:学生书面作业的启示
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-09 DOI: 10.1039/d3rp00284e
Kimberly Vo, Mahbub Sarkar, Paul J White, Elizabeth Yuriev
Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks’ Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as planning and evaluation. In this study, we investigated how first-year chemistry students solved problems, when taught with Goldilocks’ Help, and whether their problem-solving success and approaches changed over the course of one semester. The data comprised of student written problem-solving work, and was analysed using frequency analysis and grouped based on the problem-solving success and the extent of the demonstrated problem-solving elements. Throughout the course of semester, students exhibited increasingly consistent demonstration of structured problem solving. Nonetheless, they encountered difficulties in fully demonstrating such aspects of problem solving as understanding and evaluating concepts, which demand critical thinking and a firm grasp of chemistry principles. Overall, the study indicated progress in successful and structured problem solving, with a growing proportion of students demonstrating an exploratory approach as time progressed. These findings imply the need for incorporation of metacognitive problem-solving scaffolding, exposure to expert solutions, reflective assignments, and rubric-based feedback into wide teaching practice. Further research is required to extend the exploration of the effectiveness of metacognitive scaffolding, in particular via think-aloud interviews, which should help identify productive and unproductive uses of the problem-solving elements.
儘管解決問題是化學的核心技能,但學生在解決化學問題時往往會遇到困 難。这种困难可能来自学生试图通过记忆算法来解决问题。金發姑娘的幫助》是一個解決問題的鷹架,可協助學生有系統地解決問 題,包括計劃和評估等元素。在这项研究中,我们调查了高一化学学生在使用 "金发姑娘帮助 "教学时是如何解决问题的,以及他们解决问题的成功率和方法在一个学期中是否发生了变化。研究数据包括学生的书面解题作业,采用频率分析法进行分析,并根据解题成功率和所展示的解题要素的程度进行分组。在整个学期中,学生越来越多地展示了有条理的问题解决方法。然而,他们在充分展示解题过程中的理解和评价概念等方面遇到了困难,这需要批判性思维和对化学原理的牢固掌握。总体而言,研究表明,随着时间的推移,越来越多的学生在成功和有条理地解决问题方 面取得了进步,同时也有越来越多的学生表现出探索性的方法。这些研究结果表明,有必要在广泛的教学实践中纳入元认知问题解决支架、专家解决方案、反思性作业和基于评分标准的反馈。还需要进一步开展研究,扩大元认知支架的有效性探索,特别是通过思考-朗读访谈,这将有助于确定解决问题元素的有效和无效使用。
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引用次数: 0
Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements 促进全纳学习:化学教育中的定制工具包及其对自我效能、态度和成绩的影响
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-07-08 DOI: 10.1039/d4rp00144c
Enas Easa, Ron Blonder
Inclusion of a diverse group of students, both regular learners and learners with special needs in chemistry classrooms is an important goal of chemistry educators. However, alternative conceptions in chemistry among high-school students can be a barrier for completing the learning process in the classroom, especially in a heterogeneous class. This study aimed to examine differentiated instruction (DI) in a chemistry classroom. We evaluated how customized pedagogical kits (CPKs) for DI, which aim to overcome alternative conceptions found during chemistry instruction, affected students and teachers. This paper presents the findings of a mixed-method study that was conducted with 9 high-school chemistry teachers, and 551 chemistry students. We used a pre-post questionnaire to investigate the impact of CPKs on teachers’ and students’ self-efficacy beliefs and attitudes towards chemistry and differentiated instruction, in addition to students’ achievements. The findings indicated the significantly higher averages of self-efficacy beliefs and attitudes towards DI in chemistry among teachers and high-school students, in addition to the significantly higher performance of students in chemistry tasks after implementing CPKs in classrooms. Being aware of the limitations of DI, we discussed customized pedagogical kits as a means that can support better inclusion in chemistry education.
化学教育工作者的一个重要目标是在化学课堂上接纳不同的学生,包括普通学生和有特殊需要的学生。然而,高中生对化学的另类概念可能会成为完成课堂学习过程的障碍,尤其是在异质班级中。本研究旨在考察化学课堂中的差异化教学(DI)。我们评估了为差异化教学定制的教学工具包(CPKs)对学生和教师的影响,该工具包旨在克服化学教学中发现的另类概念。本文介绍了一项混合方法研究的结果,研究对象包括 9 名高中化学教师和 551 名化学学生。我们采用事前事后问卷调查的方法,研究了CPK对教师和学生的自我效能信念、对化学和差异化教学的态度以及学生成绩的影响。研究结果表明,教师和高中学生的自我效能信念和对化学分层教学的态度的平均值明显提高,而在课堂上实施CPK后,学生的化学学习成绩也明显提高。由于认识到直接教学的局限性,我们讨论了定制教学工具包作为支持化学教育更好地融入的一种手段。
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引用次数: 0
Assessing high school students’ chemical thinking using an essential questions-perspective framework 利用基本问题--观点框架评估高中生的化学思维
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1039/d4rp00106k
Ming Chi, Changlong Zheng, Peng He
Chemical thinking is widely acknowledged as a core competency that students should develop in the context of school chemistry. This study aims to develop a measurement instrument to assess students’ chemical thinking. We employed the Essential Questions-Perspectives (EQ-P) framework and Structure of Observed Learning Outcome (SOLO) classification to construct a hypothetical model of chemical thinking. This model comprises three aspects and each aspect includes five cognitive levels to assess students’ chemical thinking. Accordingly, we developed an initial instrument consisting of 27 items in multiple formats, including multiple-choice, two-tier diagnostic, and open-ended questions. We applied the partial credit Rasch model to establish the validity and reliability of measures for the final instrument. Following the process of pilot test, revision, and field test, we finalized the instrument with a refined 20-item instrument. Two hundred and twenty-one Chinese high school students (Grade 12) participated in the pilot and field tests. The results demonstrate that the final instrument effectively produces reliable and valid measures of students’ chemical thinking. Furthermore, the empirical results align well with the hypothetical model, suggesting that the SOLO classification can effectively distinguish the levels of proficiency in students’ chemical thinking.
化學思維被公認為學生在學校化學課程中應培養的核心能力。本研究旨在開發一套量度工具,以評估學生的化學思維。我們運用基本問題-觀點(EQ-P)框架和觀察學習成果結構(SOLO)分類法來建 立化學思考的假設模型。该模型包括三个方面,每个方面包括五个认知水平,用以评估学生的化学思维。据此,我们开发了由 27 个项目组成的初始工具,包括多项选择题、双层诊断题和开放式问题等多种形式。我们采用部分学分 Rasch 模型来确定最终工具的效度和信度。经过试点测试、修订和实地测试,我们最终确定了 20 个项目的改进工具。221 名中国高中生(12 年级)参加了试点和实地测试。结果表明,最终的工具能够有效地测量学生的化学思维,且结果可靠、有效。此外,实证结果与假设模型十分吻合,表明 SOLO 分类法能有效区分学生的化学思维水平。
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引用次数: 0
Why do we assess students? Investigating General Chemistry Instructors’ Conceptions of Assessment Purposes and Their Relationships to Assessment Practices 我们为什么要评估学生?调查普通化学教师对评估目的的理解及其与评估实践的关系
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-29 DOI: 10.1039/d4rp00147h
Lu Shi, Ying Wang, Jherian Kathleen Mitchell-Jones, Marilyne Stains
Assessment plays a critical role in instruction and curriculum. Existing literature on instructors’ assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors’ conceptions of assessment purposes and their assessment practices. Semi-structured interviews were conducted with 19 general chemistry instructors from 14 institutions across the East Coast region of the United States of America. The results demonstrate that instructors predominately perceive the purpose of Assessment of Learning (i.e., evaluation of student performance) with only few of them mentioning purposes of Assessment for Learning (i.e., assessment provides actionable feedback for both the instructors and the students) and Assessment as Learning (i.e., assessment promotes self-regulation). The use of various assessment practices is related to the number of assessment purposes instructors recognize. In addition, the study demonstrates that instructors perceive their assessment practices to be influenced by academic culture and departmental norms. This nuanced understanding can guide practical and research efforts to improve chemistry instructors’ engagement in assessment reforms.
评估在教学和课程中起着至关重要的作用。现有关于教师的评价实践和相关因素的文献主要集中于中小学教育。本研究通过探究普通化学教师对评估目的的理解以及他们的评估实践,将以往文献的研究范围扩展到中学后化学教育。研究人员对来自美国东海岸地区 14 所院校的 19 名普通化学教师进行了半结构式访谈。结果表明,教师们主要认为评估的目的是 "学习评估"(即评价学生的表现),只有少数人提到 "为学习而评估"(即评估为教师和学生提供可操作的反馈)和 "评估即学习"(即评估促进自我调节)。各种评估实践的使用与指导教师认可的评估目的的数量有关。此外,研究表明,指导教师认为他们的评估实践受到学术文化和部门规范的影响。这种细致入微的理解可以指导实践和研究工作,以提高化学教师对评估改革的参与度。
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引用次数: 0
STEM-PT Traveler A Game Based Approach for Learning Elements of Periodic Table: An Approach for Enhancing Secondary School Students’ Motivation for Learning Chemistry STEM-PT Traveler 基于游戏的元素周期表学习方法:提高中学生化学学习动机的方法
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-25 DOI: 10.1039/d4rp00032c
Mohammad Najib Mohammad Naim, Mageswary Karpudewan
The COVID-19 pandemic has significantly impacted students' motivation for learning. As students return to schools in the post-pandemic era, their motivation for learning continues to deteriorate due to challenges in adapting to the new educational norms. This study aimed to enhance the motivation of secondary school students towards learning chemistry, particularly during the period when their motivation tends to be low upon returning to regular schooling after the pandemic. To achieve this objective, the researchers developed and implemented a self-designed game-based learning approach called STEM PT Traveler during lessons focused on the Periodic Table. STEM PT Traveler incorporated elements of enjoyable learning and play, introducing an interdisciplinary perspective to Periodic Table lessons. The effectiveness of STEM PT Traveler in improving motivation was compared to an alternative student-centred, non-game-based learning approach using an explanatory mixed-method design. Two intact classes from a public secondary school were randomly assigned to two groups— one group utilized the game-based learning approach (N=45), while the other group employed the non-game-based approach (N=46). The MANCOVA findings from pretest and post-test questionnaires administered before and after treatment revealed significant differences in overall motivation and in the subscales of intrinsic motivation, career motivation, and self-efficacy. Non-significant differences were observed for grade motivation and self-determination. Qualitative interviews conducted with both groups after the treatment provided additional insights into the questionnaire outcomes. Specifically, during the interviews, students highlighted that the game facilitated engagement with the Periodic Table elements due to their intrinsic value. Additionally, the game provided a career perspective and instilled a belief that excelling in chemistry is instrumental. This study suggests that a game-based approach is an effective alternative to the predominantly used teacher-centred teaching of the Periodic Table and advocates for the integration of interdisciplinary perspectives into lessons on the Periodic Table.
COVID-19 大流行严重影响了学生的学习积极性。疫症過後,學生重返校園,但由於難以適應新的教育規範,他們的學習動機繼續下降。本研究旨在提高中学生学习化学的积极性,尤其是在大流行病后重返正规学校的学生学习积极性趋于低落的时期。为实现这一目标,研究人员开发并在以元素周期表为重点的课程中实施了一种自主设计的游戏式学习方法,即 "STEM PT Traveler"。STEM PT Traveler 融入了愉快学习和游戏的元素,为元素周期表课程引入了跨学科的视角。采用解释性混合方法设计,比较了 STEM PT Traveler 与其他以学生为中心的非游戏式学习方法在提高学习积极性方面的效果。一所公立中学的两个班级被随机分配到两组,一组采用游戏式学习法(45 人),另一组采用非游戏式学习法(46 人)。在治疗前后进行的前测和后测问卷的 MANCOVA 结果显示,总体动机以及内在动机、职业动机和自我效能等分量表存在显著差异。在成绩动机和自我决定方面的差异不明显。治疗后对两组学生进行的定性访谈为问卷结果提供了更多的启示。具体而言,在访谈中,学生们强调,由于元素周期表的内在价值,游戏促进了他们对元素周期表的参与。此外,游戏还提供了一种职业视角,并向学生灌输了一种信念:学好化学是非常重要的。本研究表明,以游戏为基础的教学方法可以有效替代以教师为中心的元素周期表教学,并提倡将跨学科视角融入元素周期表课程。
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引用次数: 0
Turkish science high school students’ mental models of the electron cloud 土耳其科学高中学生的电子云心智模型
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-18 DOI: 10.1039/d4rp00083h
Sevgül Çalış
This study focuses on examining the mental models of 11th and 12th-grade students attending a science high school in Turkey regarding the concept of the electron cloud. The study involved 72 students and employed the case study method. The precondition for selecting the sample was that the students had covered the unit on modern atomic theory in their chemistry classes. The concept of the electron cloud chosen for the study is integrated into the units of “Atom and Periodic System” and “Modern Atomic Theory.” To guide the research questions, the progression of the lessons and activities within the unit were observed in three-week intervals across different classes taught by the participating teacher. Research data were collected using a data collection tool consisting of 7 open-ended questions, considering the high school chemistry course objectives. The research questions were prepared in three categories: conceptual, relational, and visual. A rubric was developed for data analysis, and codes corresponding to levels of understanding were determined. At the end of the evaluation, three mental models were identified: the electron cloud model, the hybrid/synthesis electron cloud model, and the primitive model. For these models, eight mental model categories have been determined: fully scientific, partially scientific, conceptual, relational, conceptual–relational, conceptual-visual, relational-visual, and incompatible. At the conclusion of the study, only 5.56% of students provided answers at the scientific understanding level for all categories, placing them in the full scientific model category under the electron cloud model. 16.67% of students fell into the partial scientific model category, while 75.29% demonstrated a hybrid/synthesized electron cloud model. A small portion, 2.78%, adopted a primitive model.
本研究重点考察了土耳其一所理科高中十一年级和十二年级学生关于电子云概念的心智模式。研究涉及 72 名学生,采用了案例研究法。选择样本的前提条件是学生在化学课上学习过现代原子理论单元。本研究选择的电子云概念与 "原子和周期系 "和 "现代原子理论 "单元相结合。为了指导研究问题,我们每隔三周对参与研究的教师所教的不同班级的课程和单元活动的进展情况进行了观察。考虑到高中化学课程目标,研究数据使用了由 7 个开放式问题组成的数据收集工具。研究问题分为三类:概念类、关系类和视觉类。为数据分析制定了一个评分标准,并确定了与理解水平相对应的代码。评估结束后,确定了三种心智模式:电子云模式、混合/合成电子云模式和原始模式。针对这些模式,确定了八个心智模式类别:完全科学、部分科学、概念、关系、概念-关系、概念-视觉、关系-视觉和不相容。在研究结束时,只有 5.56% 的学生对所有类别的回答都达到了科学理解水平,属于电子云模型下的完全科学模型类别。16.67%的学生属于部分科学模型类别,75.29%的学生展示了混合/合成电子云模型。一小部分学生(2.78%)采用了原始模型。
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引用次数: 0
Modeling students’ epistemic cognition in undergraduate chemistry courses: a review† 本科化学课程中学生认识认知建模:综述†
IF 2.6 2区 教育学 Q1 Social Sciences Pub Date : 2024-06-11 DOI: 10.1039/D3RP00348E
Kimberly S. DeGlopper and Ryan L. Stowe

Thinking about knowledge and knowing (i.e., epistemic cognition) is an important part of student learning and has implications for how they apply their knowledge in future courses, careers, and other aspects of their lives. Three classes of models have emerged from research on epistemic cognition: developmental models, dimensional models, and resources models. These models can be distinguished by how value is assigned to particular epistemic ideas (hierarchy), how consistent epistemic ideas are across time and/or context (stability), and the degree to which people are consciously aware of their own epistemic ideas (explicitness). To determine the extent to which these models inform research on epistemic cognition in chemistry education specifically, we reviewed 54 articles on undergraduate chemistry students’ epistemologies. First, we sought to describe the articles in terms of the courses and unit of study sampled, the methods and study designs implemented, and the means of data collection utilized. We found that most studies focused on the epistemic cognition of individual students enrolled in introductory chemistry courses. The majority were qualitative and employed exploratory or quasi-experimental designs, but a variety of data collection methods were represented. We then coded each article for how it treated epistemic cognition in terms of hierarchy, stability, and explicitness. The overwhelming majority of articles performed a hierarchical analysis of students’ epistemic ideas. An equal number of articles treated epistemic cognition as stable versus unstable across time and/or context. Likewise, about half of the studies asked students directly about their epistemic cognition while approximately half of the studies inferred it from students’ responses, course observations, or written artifacts. These codes were then used to infer the models of epistemic cognition underlying these studies. Eighteen studies were mostly consistent with a developmental or dimensional model, ten were mostly aligned with a resources model, and twenty-six did not provide enough information to reasonably infer a model. We advocate for considering how models of epistemic cognition—and their assumptions about hierarchy, stability, and explicitness—influence the design of studies on students’ epistemic cognition and the conclusions that can be reasonably drawn from them.

对知识和认知的思考(即认识认知)是学生学习的重要组成部分,对他们如何在未来的课程、职业和生活的其他方面应用知识具有影响。关于认识认知的研究产生了三类模式:发展模式、维度模式和资源模式。这些模式的区别在于:如何为特定的认识论观念赋予价值(层次性),认识论观念在不同时间和/或背景下的一致性(稳定性),以及人们在多大程度上有意识地意识到自己的认识论观念(明确性)。为了确定这些模型能在多大程度上为化学教育中的认识论认知研究提供参考,我们查阅了 54 篇有关化学本科生认识论的文章。首先,我们试图从取样课程和研究单元、所采用的方法和研究设计以及所使用的数据收集手段等方面来描述这些文章。我们发现,大多数研究都集中在化学入门课程学生个体的认识认知上。大多数研究都是定性研究,并采用了探索性或准实验设计,但也有各种数据收集方法。然后,我们对每篇文章在层次性、稳定性和明确性方面处理认识认知的方式进行了编码。绝大多数文章对学生的认识论观点进行了层次分析。同样数量的文章将认识论认知视为跨时间和/或跨背景的稳定与不稳定。同样,约有一半的研究直接询问了学生的认识认知,而约有一半的研究是从学生的回答、课程观察或书面作品中推断出来的。然后,这些代码被用来推断这些研究背后的认识认知模式。有 18 项研究与发展或维度模式基本一致,有 10 项研究与资源模式基本一致,有 26 项研究没有提供足够的信息来合理推断模式。我们主张考虑认识认知模型及其关于层次性、稳定性和明确性的假设如何影响学生认识认知研究的设计以及从中可以合理得出的结论。
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引用次数: 0
Learning or legitimacy? An investigation of the graduate student milestones within a chemistry doctoral program 学习还是合法性?化学博士课程中的研究生里程碑调查
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-10 DOI: 10.1039/d4rp00067f
Jocelyn Elizabeth Nardo
A Doctor of Philosophy (PhD) is defined as the highest achievable degree and represents the completion of a specialized mentored project. Concerningly, graduate programs are structured in ways that can lead to inequities that exclude graduate students based on race, class, gender, ability, and additional intersecting social locations. Drawing from Yuval-Davis' framework on the politics of belonging and Porter et al.'s institutional critique methodology, the goal of the qualitative study was to examine how a chemistry graduate program fosters the professional development of its students through the graduate student milestones (admissions, preliminary exams, coursework, candidacy exam, seminar, and dissertation defense). The data comprised of documents such as the 2019 graduate student handbook and information from the departmental website, along with interviews involving faculty (N = 5), staff (N = 3), and administrators (N = 2) who served as policy agents. Findings highlight how misalignment within the admissions, preliminary exam, and candidacy milestones can create boundaries for belonging. In contrast, the seminar milestone had alignment that contributed to belonging while the coursework and dissertation defense milestones had ambiguous alignment that contributed to belonging. After gathering and analyzing the data, I collaborated with a team at the university's Department of Chemistry to revise the preliminary exam and candidacy exam milestones, aiming to enhance their inclusivity. Overall, this study offers implications for structuring chemistry graduate programs and STEM programs broadly.
哲学博士(PhD)被定义为可以获得的最高学位,它代表着一个专业指导项目的完成。令人担忧的是,研究生项目的结构方式可能会导致不公平的现象,即基于种族、阶级、性别、能力以及其他交叉的社会位置而排斥研究生。借鉴尤瓦尔-戴维斯(Yuval-Davis)的 "归属政治 "框架和波特(Porter)等人的 "制度批判 "方法,本定性研究的目标是考察一个化学研究生项目是如何通过研究生阶段性学习(入学、初试、课程学习、候选资格考试、研讨会和论文答辩)来促进学生的专业发展的。数据包括 2019 年研究生手册等文件和系网站上的信息,以及对担任政策代理人的教师(5 人)、员工(3 人)和行政人员(2 人)的访谈。研究结果凸显了入学、初试和候选资格里程碑的错位是如何造成归属界限的。与此相反,研讨会的里程碑式调整有助于归属感的形成,而课程学习和论文答辩的里程碑式调整则模棱两可,有助于归属感的形成。在收集和分析数据后,我与该校化学系的一个团队合作,修订了初试和候选资格考试的里程碑,旨在增强其包容性。总之,这项研究为化学研究生项目和STEM项目的结构设计提供了启示。
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引用次数: 0
Is general chemistry too costly? How different groups of students perceive the task effort and emotional costs of taking a chemistry course and the relationship to achievement and retention 普通化学的成本是否过高?不同群体的学生如何看待化学课程的学习任务和情感成本,以及学习成绩和保留率之间的关系
IF 3 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-08 DOI: 10.1039/d4rp00034j
Cassidy L. Wilkes, Madelyn M. Gamble, Guizella A. Rocabado
Chemistry is often daunting for college students, contributing to high attrition rates in STEM majors. This study explored students' perceptions of the challenges in studying chemistry, including task effort and emotional costs. We examined how these perceptions, along with goal approaches, impact academic performance and retention in general chemistry. Utilizing cluster analysis of survey data and content analysis from student interviews, we investigated students’ profiles of perceived cost and goal approaches and how these related to the course performance and retention. Our analysis revealed that students who experienced lower perceived costs and were able to focus more on their mastery goals, tend to perform better, and persist in the course at higher rates. Conversely, students who perceived higher costs tend to drop the course more frequently, viewing chemistry as irrelevant to their future goals. These students prioritized performance goals over mastery, resulting in poorer performance. These results suggest that by addressing students’ perceived costs through interventions, students may focus more on their mastery goals, consequently improving their learning and understanding of the material.
化学往往令大学生望而生畏,导致 STEM 专业的学生流失率居高不下。本研究探讨了学生对学习化学所面临挑战的看法,包括学习任务和情感成本。我们研究了这些认知以及目标方法如何影响普通化学的学习成绩和保留率。利用对调查数据的聚类分析和对学生访谈的内容分析,我们研究了学生对成本和目标方法的认知概况,以及这些与课程成绩和保留率的关系。我们的分析表明,感知成本较低、能够更加专注于掌握目标的学生往往表现较好,坚持学习的比例也较高。相反,那些认为成本较高的学生往往更频繁地放弃该课程,认为化学与他们未来的目标无关。这些学生将成绩目标置于掌握目标之上,导致成绩较差。这些结果表明,通过干预措施解决学生感知到的成本问题,学生可能会更专注于掌握目标,从而提高学习效果和对教材的理解。
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Chemistry Education Research and Practice
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