“我不知道,去问化学家吧——我想这是他们之间的共识”——基于问题的初学者实验室中的信息实践

IF 2.2 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Chemistry Teacher International : best practices in chemistry education Pub Date : 2023-05-11 DOI:10.1515/cti-2022-0033
Larissa Wellhöfer, Mareike Machleid, Arnim Lühken
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引用次数: 0

摘要

摘要信息素养越来越被认为是教学和研究中的一种情境和社会实践,有助于我们进一步理解实验室学习。然而,有必要深入了解化学中的生活信息实践,以发展情境化的信息素养教学。这项工作探索了在一个基于问题的初学者实验室中,初学者和有经验的化学社区成员之间的信息协商。为此,我们采用纪录片的方法,通过现场录音的方式,对学生的第一次实验进行了定性研究。学生信息实践的重构展示了初学者如何通过参与来学习特定群体的知识。研究结果强调了物质信息在化学实验室中赋予文本和社会信息意义的重要性。以酸化的概念为例,我们的研究结果表明,单凭社会和文本信息不足以让初学者理解隐性信息。物理经验和社会指导对于在化学实验室实践中培养人与人之间的共同观念是必要的。初级实验室教学可以通过向初学者教授物质、社会和文本信息模式,并展示他们在实践中的联系,从这项工作的结果中受益。
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“I don’t know, ask the chemists – I think it’s kind of a consensus among them” – Information practice in a problem-based beginner lab
Abstract Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students’ first lab session on-site. The reconstruction of the students’ information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students’ understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work’s results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice.
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