Alisha R. Szozda, Zahra Lalani, Samira Behroozi, Peter G. Mahaffy and Alison B. Flynn*,
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引用次数: 0
摘要
研究人员和教育工作者一直在探索化学教育中的系统思维(ST),以更好地培养公民应对 21 世纪的挑战;然而,对学生的观点和体验却知之甚少。在本研究中,我们调查了学生对 ST 的看法以及他们在 ST 活动中的体验。我们设计并实施了一项以个人和协作方式进行的 ST 干预活动,并进行了后续访谈。24 名大学本科生和研究生参与了这项研究,并报告了他们的各种经历和观点。就学生的经历而言,我们发现:(1)在合作过程中,参与者认识到并欣赏不同的观点;(2)尽管有困难,但参与者还是将化学概念和联系纳入了他们的系统地图;(3)系统地图强调问题/解决方案和原因/影响,在组织和预期目的方面存在差异;(4)系统地图构建的限制因素包括时间、知识和技术技能。学生们还根据他们参与 ST 干预的经验,对 ST 方法表达了积极的看法,并认为 ST 方法(1)有益于学习,(2)能吸引兴趣和参与,(3)允许分享和获得观点,以及(4)提供个人、社会和专业相关性。基于这些研究结果,我们提出了在规划和实施 ST 活动时需要考虑的方面,并确定了今后需要开展的研究,以更好地了解 ST 在化学教育中的影响。
“Systems Thinking (ST) Encourages a Safe Space to Offer Different Perspectives and Insights”: Student Perspectives and Experiences with ST Activities
Researchers and educators have been exploring systems thinking (ST) in chemistry education to better equip citizens for 21st century challenges; however, little is known about students’ perspectives and experiences. In this study, we investigated students’ perspectives of ST and their experiences with ST activities. We designed and implemented a ST intervention, performed individually and collaboratively, as well as follow up interviews. Twenty-four university undergraduate and graduate students participated in this study and reported a variety of experiences and perspectives. For students’ experiences, we found that (1) while collaborating, participants recognized and appreciated different perspectives, (2) participants included chemistry concepts and connections in their system maps despite having difficulties, (3) system maps emphasized problems/solutions and causes/effects and differed in terms of organization and intended purpose, and (4) limitations to system map construction included time, knowledge, and technology skills. Students also expressed positive perspectives of a ST approach based on their experience engaging with the ST intervention and believed a ST approach (1) is beneficial to learning, (2) captures interest and engagement, (3) allows perspectives to be shared and gained, and (4) provides personal, social, and professional relevance. Based on these findings, we suggest aspects to consider when planning and implementing ST activities and identify future research required to better understand the impacts of ST in chemistry education.
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.