An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation When Describing and Explaining Chemical Reactions     

A. L. Chandrasegaran  David F. Treagust  Mauro Mocerino 《Research in Science Education》2008,38(2):237-248

Students are generally known to memorise and regurgitate chemical equations without sufficient understanding of the changes that occur at the particulate level. In addition, they often fail to recognise the significance of the symbols and formulas that are used to represent chemical reactions. This article describes an evaluation of the ability of 65 Grade 9 students (15–16 years old) from a Singapore secondary school to describe and explain seven types of chemical reactions using macroscopic, submicroscopic and symbolic representations. The study was conducted over nine months using a supplementary teaching program with particular emphasis on the use of multiple levels of representation to describe and explain chemical reactions. Students’ proficiency in the use of multiple levels of representation was assessed at the end of the course using a two-tier multiple-choice diagnostic instrument that was previously developed by the authors. In order to evaluate the efficacy of the instructional program, the instrument was also administered to another group of 76 students who were not involved in the supplementary instructional program. The efficacy of the program was evident from the significantly improved scores on the diagnostic instrument of the former group of students. In addition, several student conceptions in the use of multiple levels of representation were identified that could assist teachers in their planning and implementation of classroom instruction.  相似文献   

The relationship between trainees’ evaluation of teaching and trainee performance among Norwegian executive students     

Anders Dysvik  Øyvind Lund Martinsen 《教育心理学》2008,28(7):747-756

The purpose of this study was to explore the relationship between students’ reactions to teaching and their consequent performance as measured by course grades. Reactions to teaching were reported by 189 adult part‐time students enrolled in postgraduate studies over two consecutive academic semesters across six different study programs in a large Norwegian training institution. These students’ reactions to teaching were then assessed in relation to their consequent performance, in terms of their individual final course exam grades. The results showed that students’ reactions to teaching were unrelated to their consequent course performance. Implications for practice and directions for future research are discussed.  相似文献   

从化学反应角度看混凝土中的硫酸盐侵蚀     

李庆伟 《商丘职业技术学院学报》2008,7(5):91-93

硫酸盐对混凝土有极大的侵蚀作用,是一个复杂的物理化学过程．以化学反应方程式的形式分析硫酸盐侵蚀的反应机理,得出硫酸盐侵蚀属于膨胀结晶性化学侵蚀,并提出减弱或防止混凝土硫酸盐侵蚀的方法．  相似文献   

小学生消极情绪反应成因的家庭因素分析     

龙花 《钦州学院学报》2014,(12):51-54

小学生的情绪发展是其社会化过程中的重要内容,家庭作为小学生情绪发展的重要因素,关注其中的小学生消极情绪反应并进行成因分析,促进小学生在情绪能力的关键发展期获得积极的情绪处理方式,在当前教育实践中具有必要性和迫切性.  相似文献   

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors     

《Learning and Instruction》2022

Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics.  相似文献