{"title":"Modeling Using Multiple Connected Representations: An Approach to Solving Problems in Chemical Education","authors":"Yizhou Ling, Xia Ye and Mei Cao*, ","doi":"10.1021/acs.jchemed.3c01261","DOIUrl":null,"url":null,"abstract":"<p >Modeling and using multiple representations are regarded as useful methods for problem solving. However, models are usually demonstrated by teachers rather than actively constructed by students, and students find it hard to connect macro- and submicrorepresentations and comprehend the meaning conveyed by symbols. With the intention of coping with these issues, we propose the method of Modeling Using Multiple Connected Representations, and the key teaching process is delineated as follows: (1) perceive macroinformation; (2) deduce submicroinformation; (3) integrate macro- and submicroinformation into the mental model; (4) transform the mental model into explicit model; and (5) form the problem solution. A case study was carried out to integrate Modeling Using Multiple Connected Representations into the curriculum. The 10th grade students employed multiple connected representations to accomplish the modeling activities of the series electrolytic cell and transferred the case to a new context to solve problems. Students’ handouts, class observations, tests, and interviews were used for data collection. In this preliminary case study, observations show that students were engaged in the Modeling Using Multiple Connected Representations approach, and data suggest that modeling may aide students in problem solving. Further study appears warranted to examine how student engagement using this approach supports success in problem solving.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.3c01261","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Modeling and using multiple representations are regarded as useful methods for problem solving. However, models are usually demonstrated by teachers rather than actively constructed by students, and students find it hard to connect macro- and submicrorepresentations and comprehend the meaning conveyed by symbols. With the intention of coping with these issues, we propose the method of Modeling Using Multiple Connected Representations, and the key teaching process is delineated as follows: (1) perceive macroinformation; (2) deduce submicroinformation; (3) integrate macro- and submicroinformation into the mental model; (4) transform the mental model into explicit model; and (5) form the problem solution. A case study was carried out to integrate Modeling Using Multiple Connected Representations into the curriculum. The 10th grade students employed multiple connected representations to accomplish the modeling activities of the series electrolytic cell and transferred the case to a new context to solve problems. Students’ handouts, class observations, tests, and interviews were used for data collection. In this preliminary case study, observations show that students were engaged in the Modeling Using Multiple Connected Representations approach, and data suggest that modeling may aide students in problem solving. Further study appears warranted to examine how student engagement using this approach supports success in problem solving.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.