试论“中学生理解科学探究”评价指标体系的构建

在综合国内外科学教育专家、学者对“理解科学探究”所持观点的基础上,提出了“理解科学探究”评价框架。以此为基础,结合中学生的特点,构建出中学生“理解科学探究”的评价指标体系。     

大概念的内涵解析及大概念教学设计与实施策略

将大概念作为一项重要的化学课程内容,是《义务教育化学课程标准(2022年版)》的重大变化之一。对大概念内涵从抽象知识到上位概念再到学科观念的发展过程进行了梳理,认为主题大概念对发展学生核心素养更具有独特价值;基于学科理解理论阐释了大概念的idea功能,认为大概念是对解决学科本原性问题的一系列idea的概括;从大概念素养发展功能的定位,基于大概念idea功能的教学内容的组织与呈现,以及探究式、建构式教学方式的运用等3个方面,探讨了大概念教学的重要实施策略。     

基于学科理解的认识视角研究——以有机物分子组成与结构主题为例

学科理解对教师教学的主要价值在于凝练学科本原性问题、抽提认识视角、厘清认识思路及建构主题概念层级结构,其中认识视角决定了理解问题的深刻程度,能够指引认识思路的发展,具有学科认识论层面的重要价值。本研究探讨学科理解视域下的认识视角是如何抽提并发展的,以有机物分子组成与结构主题为例。通过理解化学史得出抽提认识视角的过程：(1)追溯化学家本原性思想,分析概念的学科功能;(2)基于学科功能抽提认识视角,纵向体会认识视角的发展性;(3)基于矛盾冲突丰富认识视角,横向体会认识视角的多面性;(4)基于认识视角发展结构化、本原性的理解。     

Examining prospective mathematics teachers' pedagogical content knowledge on fractions in terms of students' mistakes

The aim of the study is to examine prospective mathematics teachers’ pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two universities in Turkey. The participants were selected with the purposive sampling method which is one of the non-random sampling methods. Case study method, which is based on the qualitative research approach, was used. The answers given by secondary school students to fraction-related open-ended questions in the study of Soylu and Soylu were used as the data collection tool. The obtained data were analyzed via the content analysis technique. The analyses showed that the prospective mathematics teachers’ pedagogical content knowledge on fractions was not at an adequate level in identifying and correcting students’ errors. However, it was observed that the prospective teachers experienced more difficulty in the knowledge of instructional strategies compared to the knowledge of understanding students.     

Mathematics education graduate students’ understanding of trigonometric ratios

This study describes mathematics education graduate students’ understanding of relationships between sine and cosine of two base angles in a right triangle. To explore students’ understanding of these relationships, an elaboration of Skemp's views of instrumental and relational understanding using Tall and Vinner's concept image and concept definition was developed. Nine students volunteered to complete three paper and pencil tasks designed to elicit evidence of understanding and three students among these nine students volunteered for semi-structured interviews. As a result of fine-grained analysis of the students’ responses to the tasks, the evidence of concept image and concept definition as well as instrumental and relational understanding of trigonometric ratios was found. The unit circle and a right triangle were identified as students’ concept images, and the mnemonic was determined as their concept definition for trigonometry, specifically for trigonometric ratios. It is also suggested that students had instrumental understanding of trigonometric ratios while they were less flexible to act on trigonometric ratio tasks and had limited relational understanding. Additionally, the results indicate that graduate students’ understanding of the concept of angle mediated their understanding of trigonometry, specifically trigonometric ratios.     

结构化学和计算化学有机结合实现“1+1>2”追求理解的学习

针对结构化学和计算化学的课程特点和学生学习两门课时的学情分析,提出了结构化学和计算化学在授课过程中有机结合、相互渗透,实现“1+1>2”的教学效果和追求理解的学习,为学生理解结构化学的抽象概念和理论以及理解计算化学的基础知识提供一种很好的学习方法,也为教师提供一种很好的教学策略。     

Multiply Charged Anions,Maximum Charge Acceptance,and Higher Electron Affinities of Molecules,Superatoms,and ClustersSCI北大核心CSCD

The addition of electrons to form gas-phase multiply charged anions (MCAs) normally requires sophisticated experiments or calculations.In this work, the factors stabilizing the MCAs, the maximum electron uptake of gas-phase molecules, X, and the electronic stability of MCAs X^Q-, are discussed. The drawbacks encountered when applying computational and/or conceptual density functional theory (DFT) to MCAs are highlighted. We develop and test a different model based on the valence-state concept. As in DFT, the electronic energy, E(N, v_ex), is a continuous function of the average electron number, N, and the external potential, v_ex, of the nuclei. The valence-state-parabola is a second-order polynomial that allows extending E(N, v_ex) to dianions and higher MCAs. The model expresses the maximum electron acceptance, Q_max, and the higher electron affinities, A_Q, as simple functions of the first electron affinity, A₁, and the ionization energy, I, of the "ancestor" system. Thus, the maximum electron acceptance is Q_{max, calc} = 1 + 12A₁/7(I -A₁). The ground-state parabola model of the conceptual DFT yields approximately half of this value, and it is termed Q_{max, GS} = ${}^{1}\!\!\diagup\!\!{}_{2}\; $ + A₁/(I -A₁). A large variety of molecules are evaluated including fullerenes, metal clusters, super-pnictogens, super-halogens (OF₃), super-alkali species (OLi₃), and neutral or charged transition-metal complexes, AB_mL_n^0/+/-. The calculated second electron affinity A_{2, calc} = A₁-(7/12)(I -A₁) is linearly correlated to the literature references A_{2, lit} with a correlation coefficient R = 0.998. A₂ or A₃ values are predicted for further 24 species. The appearance sizes, n_ap^3-, of triply charged anionic clusters and fullerenes are calculated in agreement with the literature.     

Projections of three-dimensional regions

The aim of this note is to improve the teaching of triple integrals.     

An operational definition of learning

An operational definition offered in this paper posits learning as a multi-dimensional and multi-phase phenomenon occurring when individuals attempt to solve what they view as a problem. To model someone's learning accordingly to the definition, it suffices to characterize a particular sequence of that person's disequilibrium-equilibrium phases in terms of products of a particular mental act, the characteristics of the mental act inferred from the products, and intellectual and psychological needs that instigate or result from these phases. The definition is illustrated by analysis of change occurring in three thinking-aloud interviews with one middle-school teacher. The interviews were about the same task: “Make up a word problem whose solution may be found by computing 4/5 divided by 2/3.”     

The Process Analytical Technology initiative and multivariate process analysis, monitoring and control

Process analytical technology is an essential step forward in pharmaceutical industry. Real-time analyzers will provide timely data on quality properties. This information combined with process data (temperatures, flow rates, pressure readings) collected in real time can become a powerful tool for this industry, for process understanding, process and quality monitoring, abnormal situation detection and for improving product quality and process reliability. A very important tool for this achievement is the multivariate analysis. Dr. Theodora Kourti is Research Manager in the McMaster Advanced Control Consortium (MACC) and Adjunct Professor in the Chemical Engineering Department at McMaster University. She is the co-recipient of the 2003 University – Industry Synergy Award for Innovation, given by the Natural Science & Engineering Research Council of Canada. Dr. Kourti has been working on Multivariate Statistical Methods for Process and Product Improvement and Abnormal Situation Detection in Process Industries since 1992 and has been involved in more than 80 major industrial applications in North America and Europe. These are either off-line or real-time applications for batch and continuous processes, in diverse industries such as Chemicals, Pharmaceuticals, Semiconductor, Mining, Pulp and Paper, Petrochemicals, Photographic and Steel Industry. She has published extensively in this area and has provided training for numerous industrial practitioners.