國立虎尾科技大學 |

Student Reasoning Strategies Concerning Periodic Trends.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Student Reasoning Strategies Concerning Periodic Trends./
作者:	Shenk, Lynne M.
面頁冊數:	1 online resource (212 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438168336

Student Reasoning Strategies Concerning Periodic Trends.
Shenk, Lynne M.

Student Reasoning Strategies Concerning Periodic Trends. - 1 online resource (212 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--University of Minnesota, 2018.

Includes bibliographical references

The periodic table is recognized as one of the most powerful tools in science. While it is included in virtually all high school and undergraduate general chemistry curricula, it remains a mystery to many chemistry students who find it impossible to decode. Students are often able to predict periodic trends concerning atomic radius, ionization energy, and electronegativity, however they experience significant difficulty when trying to explain why these trends occur. One way to explore the cause of these difficulties is to focus on the reasoning strategies used by students as they attempt to explain periodic trends.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438168336Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Student Reasoning Strategies Concerning Periodic Trends.
LDR:03655ntm a2200361Ki 4500 001 920324
005 20181130083526.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438168336
035 $a (MiAaPQ)AAI10817174
035 $a (MiAaPQ)umn:19160
035 $a AAI10817174
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Shenk, Lynne M. $3 1195084
245 1 0 $a Student Reasoning Strategies Concerning Periodic Trends.
264 0 $c 2018
300 $a 1 online resource (212 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Gillian H. Roehrig.
502 $a Thesis (Ph.D.)--University of Minnesota, 2018.
504 $a Includes bibliographical references
520 $a The periodic table is recognized as one of the most powerful tools in science. While it is included in virtually all high school and undergraduate general chemistry curricula, it remains a mystery to many chemistry students who find it impossible to decode. Students are often able to predict periodic trends concerning atomic radius, ionization energy, and electronegativity, however they experience significant difficulty when trying to explain why these trends occur. One way to explore the cause of these difficulties is to focus on the reasoning strategies used by students as they attempt to explain periodic trends.
520 $a This study investigated student reasoning strategies used to explain periodic trends in atomic and ionic radius, ionization energy, electronegativity, and reactivity. A theoretical framework of scientific reasoning, as it applied to qualitative problem solving, was utilized to identify how the problem solving constraints of domain specific knowledge (DSK) and heuristics were utilized by students as they attempted to explain the periodic trends. This phenomenographic study used semi-structured interviews to assess student reasoning strategies, as well as selected exam and assignment questions to determine the DSK for each student.
520 $a The findings suggested that student understanding in the domain of electrostatic forces had the greatest influence on the type of reasoning strategies used. Those students with adequate understanding of electrostatic forces had more resources with which to construct explanations that integrated several scientifically appropriate force related factors. Those students without adequate understanding concerning electrostatic forces tended to limit themselves to the use of one factor that was not always adequately justified. They also tended to exhibit fixation by focusing on the same factor for multiple situations, even when that factor was no longer the most appropriate. When presented with an unfamiliar problem there was an increase in the number of one-factor strategies used, with a corresponding decrease in the number of force related explanations. This study suggested that an analysis of student explanations about difficult chemical topics might be helpful in diagnosing the underlying causes of student learning difficulties, and it also highlighted the need to help students learn how to formulate appropriate scientific explanations.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
650 4 $a Chemistry. $3 593913
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
690 $a 0485
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
773 0 $t Dissertation Abstracts International $g 79-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10817174 $z click for full text (PQDT)