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Teaching Chemical Equilibrium with the Jigsaw Technique

机译:用拼图技术讲授化学平衡

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This study investigates the effect of cooperative learning (jigsaw) versus individual learning methods on students’ understanding of chemical equilibrium in a first-year general chemistry course. This study was carried out in two different classes in the department of primary science education during the 2005–2006 academic year. One of the classes was randomly assigned as the non-jigsaw group (control) and other as the jigsaw group (cooperative). Students participating in the jigsaw group were divided into four “home groups” since the topic chemical equilibrium is divided into four subtopics (Modules A, B, C and D). Each of these home groups contained four students. The groups were as follows: (1) Home Group A (HGA), representing the equilibrium state and quantitative aspects of equilibrium (Module A), (2) Home Group B (HGB), representing the equilibrium constant and relationships involving equilibrium constants (Module B), (3) Home Group C (HGC), representing Altering Equilibrium Conditions: Le Chatelier’s principle (Module C), and (4) Home Group D (HGD), representing calculations with equilibrium constants (Module D). The home groups then broke apart, like pieces of a jigsaw puzzle, and the students moved into jigsaw groups consisting of members from the other home groups who were assigned the same portion of the material. The jigsaw groups were then in charge of teaching their specific subtopic to the rest of the students in their learning group. The main data collection tool was a Chemical Equilibrium Achievement Test (CEAT), which was applied to both the jigsaw and non-jigsaw groups The results indicated that the jigsaw group was more successful than the non-jigsaw group (individual learning method).
机译:这项研究调查了合作学习(拼图)与个人学习方法对学生在第一年普通化学课程中对化学平衡的理解的影响。这项研究是在2005-2006学年期间在基础科学教育系的两个不同班级中进行的。其中一类被随机分配为非拼图组(对照组),另一类为拼图组(合作社)。参加拼图游戏组的学生被分为四个“家庭组”,因为主题化学平衡分为四个子主题(模块A,B,C和D)。这些家庭小组每个都有四个学生。这些组如下:(1)家庭组A(HGA),代表平衡状态和平衡的定量方面(模块A),(2)家庭组B(HGB),代表平衡常数和涉及平衡常数的关系(模块B),(3)居中组C(HGC),表示改变的平衡条件:Le Chatelier原理(模块C),以及(4)居中组D(HGD),表示具有平衡常数的计算(模块D)。然后,家庭小组像拼图游戏一样破裂,学生们进入了拼图小组,由其他家庭小组的成员组成,他们被分配了相同部分的材料。然后,拼图小组负责向他们学习小组中的其他学生讲授特定的子主题。主要的数据收集工具是化学平衡成就测试(CEAT),该方法适用于竖锯和非竖锯组。结果表明,竖锯组比非竖锯组更成功(个人学习方法)。

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