The Use of Linked Multiple Representations to Understand and Solve Problems in Chemistry

使用链接的多重表示来理解和解决化学问题

• 批准号: 9353614
• 负责人: Robert Kozma
• 金额: $ 22.86万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 1993
• 资助国家: 美国
• 起止时间: 1993-11-15 至 1994-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9353614&HistoricalAwards=false
• 关键词: Use; Linked; Multiple; Representations; Understand

9353614 Kozma To most students, chemistry consists of memorized, isolated facts and quantitative calculations,; they typically do not have an integrated or deep understanding of how these relate to the chemical phenomena they represent. In our first study, we will look at how chemistry faculty members understand chemical equllibrium, particularly as it is expressed in various qualitative and quantitative representations, and compare this to the way of college students represent their understanding. In our second study we will look at how the understanding of students can be improved by using multiple linked representations. We have developed a prototype interactive multitmedia environment called MultiMedia and Mental Models in Chemistry ($M:Chem). It allows users to operate on chemical systems and observe the results in multiple, dynamic, synchronized windows which include a video of the reacton as it occurs on the lab bench., verbal descriptions, molecular-level animations, and dynamic graphs. We will use this to see how student understanding might be improved by promoting linkages among multiple representations of chemical phenomena. We will also investigate how professors and students use it in lecture and laboratory classrooms. Potentially, our findings will contribute to a theory of multimendia concept formation and use, and to changes in colloege chemistry curricula, pedagogy, and assessment. ***

9353614 Kozma 对于大多数学生来说，化学由记忆的、孤立的事实和定量计算组成；他们通常对这些与它们所代表的化学现象之间的关系没有全面或深入的理解。 在我们的第一项研究中，我们将研究化学教师如何理解化学平衡，特别是当它以各种定性和定量表示形式表达时，并将其与大学生表达他们的理解的方式进行比较。在我们的第二项研究中，我们将研究如何通过使用多个链接表示来提高学生的理解。 我们开发了一个原型交互式多媒体环境，称为化学中的多媒体和心理模型（$M:Chem）。它允许用户操作化学系统并在多个动态同步窗口中观察结果，其中包括实验室工作台上发生的反应视频、口头描述、分子级动画和动态图表。 我们将用它来看看如何通过促进化学现象的多种表示之间的联系来提高学生的理解。 我们还将调查教授和学生如何在讲座和实验室课堂中使用它。我们的研究结果将有可能促进多媒体概念形成和使用的理论，以及大学化学课程、教学法和评估的变化。 ***