共查询到20条相似文献,搜索用时 62 毫秒
1.
Knowing what students know and can do is challenging business, as we cannot directly examine what any given person is thinking. Instead, we must construct opportunities for students to make their thinking visible and interpret the evidence elicited from these opportunities to infer progress toward desired outcomes. Here we describe the approach of “assessments as evidentiary arguments” and examine several types of assessments that are used to evaluate the learning of college chemistry students. Throughout this discussion, we will pay especial attention to the assumptions (or lack thereof) that particular assessment strategies make about how students learn. We have limited discussion to what students know and can do with regards to chemistry and chemical phenomena. That is, we are not concerned here with assessment of affective constructs (e. g. motivation, identity). 相似文献
2.
3.
Avi Hofstein Iyad Dkeidek Dvora Katchevitch Tami Levy Nahum Mira Kipnis Oshrit Navon Relly Shore Dorit Taitelbaum Rachel Mamlok‐Naaman 《Israel journal of chemistry》2019,59(6-7):514-523
Over a period of more than 60 years, the chemistry laboratory has been extensively and comprehensively researched and hundreds of research papers, reviews, and doctoral dissertations have been published, investigating the laboratory as a unique learning environment. However, there were challenges and pedagogical questions regarding its educational effectiveness and benefits for teaching and learning chemistry. At the beginning of the 21st century there was a call to rethink (and research) the goals for learning chemistry in the laboratory. This is especially applicable in an era in which we are trying to enhance the goal of teaching “chemistry for all students” and/or for the benefit of what is fondly called “future citizens”. Working for more than 15 years with colleagues and students, we researched the potential of establishing an inquiry‐type chemistry laboratory for developing high‐order learning skills, namely, skills for the future or skills for life, including metacognitive and argumentative skills, and the ability of students to ask relevant questions resulting from an inquiry‐type chemistry laboratory. 相似文献
4.
Students at Polytechnique Montreal have demonstrated the ability to tackle large-scale, complex calculations through their integrative projects. However, high quality engineers must not only master calculations, but the underlying fundamental concepts as well — this level of retention allows them to transfer their knowledge to the new challenges they will face. To ensure this, accreditation criteria for engineering programs in Canada require the evaluation of multiple attributes, the first of which is “a knowledge base for engineering”. While most universities opt to evaluate this attribute through in-class grades, we choose to adapt a pedagogical tool (a concept inventory) to formulate an evaluation of our students. Our students are examined using a subset of questions from more than 800 chemical engineering questions, split into 10 subcategories. Data amassed over four years is presented, showing the impact of various improvements to this tool, as well as its use for instructor feedback and curriculum improvement. Key improvements include question revisions and targeted reviews of muddy concepts in the affected courses. 相似文献
5.
Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller’s ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education. 相似文献
6.
《有机化学》是高校生物制药、化学、制药工程等专业的必修课程,为激发学生学习的兴趣与主动性,保证教学效果,教师必须积极改进现有教学模式,探索运用翻转课堂的重要性及策略、注意事项,充分发挥翻转课堂的价值,以便提高教学效果,促使学生提高学习效率和自主学习能力。 相似文献
7.
目前有机化学教学的矛盾比较突出:一方面课程的课时数在缩减,另一方面医药工作对有机化学知识量的需求不降反升。提高学习药学有机化学的兴趣是解决这个矛盾的关键。本文介绍几个教学方法,主要有纠正偏见,启发式教学,介绍化学史,引导学生浏览学术网站等。在兴趣引导下,学生的被动学习变为主动学习,做到自我提高。 相似文献
8.
9.
10.
11.
化学课程改革必须适应时代的需要,将化学与生活、化学与社会紧密地结合起来,在教学中渗透科学的新发现、新发明、新发展的最新成就,以弥补旧教材与时代需求的差距;满足学生迫切渴望新知识、新发明的愿望。让化学教学满足时代的需要,与时俱进,开拓创新。而今,我省打算08年高中化学教材实施新课标。为了更好地适应化学课程改革的需要,我认为在校本课中开设"化学与生活"的专题是很有必要的。 相似文献
12.
根据当前学科教学改革的要求,结合当前师范生的学习现状,文章综述了培养学生自主学习能力的意义,阐述了对化学教学中自主学习能力的理解,总结了化学自主学习能力培养的实施策略. 相似文献
13.
14.
15.
在无机化学课程教学中引入化学史的作用 总被引:1,自引:0,他引:1
文章从四个方面论述了化学史在无机化学教学中的重要作用。化学史可以培养学生的学习兴趣,激发学生热爱化学;培养学生的科学思维,掌握科学方法;培养学生勇于探索和献身科学的精神;培养学生的合作交流和爱国主义精神。 相似文献
16.
David E. Bernal Akshay Ajagekar Stuart M. Harwood Spencer T. Stober Dimitar Trenev Fengqi You 《American Institute of Chemical Engineers》2022,68(6):e17651
Quantum computing has been attracting public attention recently. This interest is driven by the advancements in hardware, software, and algorithms required for its successful usage and the promise that it entails the potential acceleration of computational tasks compared to classical computing. This perspective article presents a short review on quantum computing, how this computational approach solves problems, and three fields that quantum computing can potentially impact the most while relevant to chemical engineering: computational chemistry, optimization, and machine learning. Here, we present a series of chemical engineering applications, the developments, potential improvements with respect to classical computing, and challenges that quantum computing faces for each of these fields. This article intends to provide a clear picture of the challenges and potential advantages that quantum technology may yield for chemical engineering, together with an invitation for our colleagues to join us in the adoption and development of quantum computing. 相似文献
17.
18.
In the context of the electronic learning (E-learning) methodology, mobile learning (M-learning) focuses on the use of portable technology (such as mobiles or tablets) and the mobility of students. E-learning, and particularly M-learning, can be implemented in combination with other pedagogical methodologies for chemical engineering teaching and learning. We can consider that the vast majority of undergraduates own personal mobile devices nowadays. Moreover, many case studies have shown that M-learning is an effective methodology to capture students’ attention and to actively engage them in the learning process. In most cases, lecturers have reported an improvement in both academic performance and qualifications and have expressed a favourable opinion towards this type of initiative in surveys. In line with the increasing interest in the incorporation of E-learning, this review discusses cases studies based on M-learning within the field of chemical engineering teaching through different technological platforms and apps which can be installed or directly used on mobile devices. All the platforms described in this work offer a free version, emphasizing the possibility of extending this methodology within the university with no need for additional economic resources. 相似文献
19.