Exploring High School Students’ Chemical Explanatory Levels of Thin-Layer Chromatography through Reflective Inquiry

IF 2.5 3区教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY Journal of Chemical Education Pub Date : 2024-08-20 DOI:10.1021/acs.jchemed.4c00084

Yu-Jan Tseng, Zuway-R Hong, Huann-shyang Lin

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Abstract

Students’ scientific competencies can be improved by structured inquiry. Inquiry teaching laboratories that involve thin-layer chromatography (TLC) techniques most often involve students examining experimental results. In addition to the integration of structured inquiry into the teaching laboratories of TLC, this quasi-experimental study involved students in reflection on experimental procedures. We aimed to investigate the impacts of this combination of structured inquiry and reflection (i.e., reflective inquiry) on students’ chemical explanatory levels. A total of n = 107 11th grade students participated in this study. Students in the experimental group (EG; n = 58) engaged in a 10-week reflective inquiry while students in the comparison group (CG; n = 49) engaged in confirmation inquiry. Results showed that reflective inquiry enhanced students’ explanations at the experiential level. At the theoretical descriptive level, students displayed misconceptions or misinterpretation of scientific concepts. Furthermore, presenting the dynamic interactions within the TLC system at the theoretical explanatory level was challenging to students. The TLC assessment can provide chemistry teachers with the opportunity to diagnose students’ misconceptions of the TLC system at both the experiential level and the theoretical explanatory level.

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通过反思探究探索高中生对薄层色谱法的化学解释水平

学生的科学能力可以通过结构化探究得到提高。涉及薄层色谱（TLC）技术的探究性教学实验室最常让学生检查实验结果。除了在薄层色谱教学实验中融入结构化探究外，本准实验研究还让学生对实验过程进行反思。我们旨在研究这种结构化探究与反思（即反思性探究）的结合对学生化学解释水平的影响。共有 n = 107 名 11 年级学生参与了本研究。实验组（EG；n = 58）的学生进行了为期 10 周的反思探究，对比组（CG；n = 49）的学生进行了确认探究。结果表明，反思探究增强了学生在经验层面的解释能力。而在理论描述层面，学生则表现出对科学概念的误解或曲解。此外，在理论解释层面展示 TLC 系统内的动态交互作用对学生来说具有挑战性。TLC评估可为化学教师提供机会，诊断学生在经验层面和理论解释层面对TLC系统的误解。

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来源期刊

Journal of Chemical Education 化学-化学综合

CiteScore

5.60

自引率

50.00%

发文量

465

审稿时长

6.5 months

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.