Teaching and Learning Electrochemistry

Numerous conceptual difficulties and misconceptions have been reported in the science and chemistry education literature about electrochemistry concepts such as electrolytes, redox equations, and about electrochemical (galvanic and electrolytic) cells. Other studies have considered teaching approaches aimed at improving learning and at overcoming misconceptions. This paper reviews these studies and considers strategies and approaches for the effective teaching of electrochemistry. Then, the review focuses on problem solving in equilibrium electrochemistry, especially problems involving the Nernst equation. The main findings of four studies with Greek university chemistry students, dealing with: (i) algorithmic problem‐solving ability; (ii) practice on problem solving; (iii) the effect of the format of a problem; and (iv) the construction and evaluation of a website devoted to electrochemistry problem solving, are reported.     

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self‐regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.     

Assessing students' conceptual understanding using an online three‐tier diagnostic test

When solving a mathematical problem, students who do not have sufficient conceptual understanding may perform poorly and exhibit misconceptions. This study was aimed to examine students' conceptual understanding and significant misconceptions when solving number sense‐related problems. An online three‐tier diagnostic test was administered to 125 fifth‐grade students with varied socio‐economic backgrounds in Hong Kong. Only 14.40% of the students exhibited high performance with high confidence, indicating that these students had a profound conceptual understanding of number sense. In addition, the majority of the students (66.40%) did not demonstrate number sense; these students exhibited several significant misconceptions and could solve the questions only by using a rule‐based method or guessing. Accordingly, most students performed unsatisfactorily on number sense‐related problems. This study is imperative in identifying early predictors and provides information for further compatible interventions in the teaching and learning of number sense in Hong Kong in particular and worldwide in general.     

What does the object decision task measure? Reflections on the basis of evidence from semantic dementia.

The authors investigated the impact of semantic knowledge on visual object analysis by assessing the performance of patients with semantic dementia on a different-views object matching test and on 2 object decision tests differing, for example, in whether the nonreal items were nonsense objects or chimeras of 2 real objects. On average, the patients scored normally on both the object matching and the object decision test including nonsense objects but were impaired on the object decision test including chimeras; this latter was also the only visual object test that correlated significantly with degree of semantic impairment. These findings demonstrate that object decision is not a single task or ability and that it is not necessarily independent of conceptual knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An integrative conceptual framework of disability: New directions for research.

Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Representing temporal knowledge in conceptual graphs

This study was motivated by some difficulties encountered by the authors when trying to express temporal knowledge using Sowa's conceptual graph (CG) approach. An overview of Sowa's approach is given and the difficulties encountered when trying to model temporal knowledge are outlined: the disparity of notations allowed by CG theory for expressing temporal information; the ambiguity and incompleteness of tense sspecification; the difficulty of harmonizing tenses and intergraph temporal relations. Various approaches suggested for representing time both in artificial intelligence and linguistics are presented, and an extension to Sowa's approach is proposed in which temporal and nontemporal knowledge are differentiated. In this model points in time are represented as well as time intervals. A semantic interpretation of verbs is provided based on an extension of Reichenbach's model of temporal markers. The authors show how their approach enables the representation of tenses as well as the aspectual properties of natural language sentences.     

Distinctiveness and Correlation in Conceptual Structure: Behavioral and Computational Studies.

Patients with category-specific deficits have motivated a range of hypotheses about the structure of the conceptual system. One class of models claims that apparent category dissociations emerge from the internal structure of concepts rather than fractionation of the system into separate substores. This account claims that distinctive properties of concepts in the living domain are vulnerable because of their weak correlation with other features. Given the assumption that mutual activation among correlated properties produces faster activation in the normal system, the authors predicted a disadvantage for the distinctive features of living things for unimpaired adults. Results of a speeded feature verification study supported this prediction, as did a computational simulation in which networks mapped from orthography to semantics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)