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David Treagust Gail Chittleborough Thapelo Mamiala 《International Journal of Science Education》2013,35(11):1353-1368
Chemistry is commonly portrayed at three different levels of representation – macroscopic, submicroscopic and symbolic – that combine to enrich the explanations of chemical concepts. In this article, we examine the use of submicroscopic and symbolic representations in chemical explanations and ascertain how they provide meaning. Of specific interest is the development of students' levels of understanding, conceived as instrumental (knowing how) and relational (knowing why) understanding, as a result of regular Grade 11 chemistry lessons using analogical, anthropomorphic, relational, problem‐based, and model‐based explanations. Examples of both teachers' and students' dialogue are used to illustrate how submicroscopic and symbolic representations are manifested in their explanations of observed chemical phenomena. The data in this research indicated that effective learning at a relational level of understanding requires simultaneous use of submicroscopic and symbolic representations in chemical explanations. Representations are used to help the learner learn; however, the research findings showed that students do not always understand the role of the representation that is assumed by the teacher. 相似文献
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David F. Treagust Gail D. Chittleborough Thapelo L. Mamiala 《Research in Science Education》2004,34(4):527-529
Volume Contents
Contents Volume 34 2004 相似文献3.
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David F. Treagust Gail D. Chittleborough Thapelo L. Mamiala 《Research in Science Education》2004,34(4):531-531
Authors Index
Author Index. Volume 34 2004 相似文献
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