参与化学学习:关于多维结构的指导性说明

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2023-06-28 DOI:10.1039/D3RP90006A
Gwendolyn Lawrie
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引用次数: 0

摘要

学生参与学习化学可以说是化学教育的中心前提。大多数教师和研究人员在工作过程中的某些时候广泛地提到“参与”,通常作为教学设计的一部分,反思性课堂实践,学习成果的衡量或这些的结合。事实上,作为一个多维结构,任何个体的学习者投入都是流动的和可塑的,因此很难捕捉。我们杂志的许多读者可能会试图了解作者在参与方面的立场,以便他们能够将报道的发现与自己的背景联系起来。为了促进这一过程,在这篇社论文章中,我简要介绍了“参与”的多个方面的基础,旨在支持作者更明确地构建他们关于学习者参与的工作。我鼓励作者建立和交流他们在化学教育研究和实践中应用的理论视角和方法论视角。
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Engaging with engagement in learning chemistry: a guiding note about a multidimensional construct

Student engagement in learning chemistry is arguably a central premise of chemistry education. Most teachers and researchers refer broadly to ‘engagement’ at some point during their work, usually as part of instructional design, reflective classroom practice, measurement of learning outcomes or a combination of these. In fact, as a multidimensional construct, learner engagement for any individual is observed to be fluid and malleable and hence is very difficult to capture. Many readers of our journal may seek to understand an author's position on engagement so that they can connect reported findings to their own contexts. To facilitate this process, in this Editorial article, I briefly visit the basis of the multiple facets of ‘engagement’ aiming to support authors in framing their work on learner engagement more explicitly. I encourage authors to establish and communicate their theoretical perspective and the methodological lens that they have applied in their chemistry education research and practice involving engagement.

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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
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