构造(python库)
化学
课程
数学教育
任务(项目管理)
化学教育
内容(测量理论)
概念学习
心理学
教育学
计算机科学
工程类
社会心理学
数学分析
程序设计语言
系统工程
数学
热情
作者
Jolanda Hermanns,David R. Keller
标识
DOI:10.1021/acs.jchemed.1c00593
摘要
In this paper, we describe a study on tasks following the construct of school-related content knowledge. We know from previous studies that such tasks were rated by the preservice chemistry teachers as important for their future profession. Those studies were conducted in a traditional course on organic chemistry which was organized around chemical families. Therefore, we used and evaluated the tasks again in a new course on organic chemistry which is organized around basic concepts in organic chemistry. The results of this evaluation show that the students rate the tasks equally well but use other arguments for their rating. They do not focus only on the content of the tasks and whether this content belongs to the school curriculum or not. The students of the conceptual course rated the content more often (95%) as important for their future profession compared with the students in the traditional course (57%). Both groups of students rated the importance of the nature of the task the same way.
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