Case Studies as a Basis for Discussion Method Teaching in Introductory Chemistry Courses

Challen, Paul R.; Brazdil, Linda C.

doi:10.1007/s00897960056a

Cited by 11 publications

(21 citation statements)

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“…Kortland (1996) Um objetivo freqüentemente apontado por pesquisadores da área de Educação em VAN DER LOO, 1990;KORTLAND, 1996;RATCLIFFE, 1997).…”

Section: Modelo Normativo Do Processo De Tomada De Decisão Proposto Porunclassified

“…O modelo proposto por Kortland (1996) foi por nós utilizado como referencial para a elaboração das questões que seriam respondidas pelos alunos e que visavam facilitar a tomada de decisão por parte deles sobre a solução que deveria ser oferecida para o caso em estudo. A Figura 1 ilustra o modelo normativo de tomada de decisão proposto por Kortland (1996).…”

Section: Modelo Normativo Do Processo De Tomada De Decisão Proposto Porunclassified

“…A observação do esquema apresentado na Figura 1 permite concluir que no modelo normativo de Kortland (1996), os critérios para avaliar as soluções alternativas (ou as características desejáveis de uma solução) são formulados em direta conexão com a identificação do problema. As soluções alternativas geradas são avaliadas em um estágio posterior de acordo com estes critérios, resultando em uma decisão sobre o que parece ser a melhor ou a pior solução.…”

Section: Figura 1 -Modelo Normativo Do Processo De Tomada De Decisão unclassified

“…Na medida do possível, todas as questões respondidas pelos alunos (ANEXO C), durante o trabalho com os casos trazem em seu bojo elementos presentes no modelo de Kortland (1996) (1996), no entanto, para atingir os objetivos da atividade, ainda se fez necessária a elaboração de outras questões, que não estão citadas no referido modelo. (1996).…”

Section: Figura 1 -Modelo Normativo Do Processo De Tomada De Decisão unclassified

“…(1996). (Toulmin, 1958) Um instrumento de análise muito utilizado para investigar a argumentação científica produzida por alunos, no ensino de ciências, é o modelo de Toulmin (1958).…”

Section: Figura 1 -Modelo Normativo Do Processo De Tomada De Decisão unclassified

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"A argumentação no ensino superior de química: investigando uma atividade fundamentada em estudos de casos"

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Dedico este trabalho aos meus pais Marlene e Mesquita (in memorian),ao meu padrasto e amigo Hélio, ao meu irmão Júnior e ao meu namorado Rafael, pelo amor, incentivo e compreensão ao longo do período de elaboração deste trabalho. AGRADECIMENTOSAo Instituto de Química de São Carlos, pelo apoio institucional e as facilidades oferecidas.À minha orientadora Prof. Dr. Salete Linhares Queiroz, pela paciência e dedicação durante todo o período em que me orientou.Aos meus pais Marlene e Mesquita (in memorian), por terem me dado a vida e permitido que eu chegasse até aqui.Ao meu padrasto e amigo Hélio, pelo apoio, incentivo e carinho durante todos esses anos de convivência.Ao meu irmão Júnior, pelo apoio e companheirismo em todas as etapas da minha vida.Ao meu namorado Rafael, pelo amor, apoio e incentivo ao longo do período de elaboração deste trabalho.À minha avó Valderez e meu avô Mesquita (in memorian), pelo amor e carinho.À minha família, avós, tios e primos por sempre estarem presentes na minha vida.A Prof. Dr. Ruth de Gouvêa Duarte, pelos valiosos ensinamentos.Aos colegas de grupo Cris, Ribeiro, Jane, Gelson, Fábio e Flávio, pela amizade e companheirismo.Aos meus amigos do IQSC, em especial a Olívia, Larissa, Ivana, Eliana e Ana Júlia.Aos funcionários do IQSC, especialmente a Silvia e Andréia, por sempre me atenderem de forma tão gentil. ABSTRACTStudies have demonstrated the importance of argumentation in science education,

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“…Kortland (1996) Um objetivo freqüentemente apontado por pesquisadores da área de Educação em VAN DER LOO, 1990;KORTLAND, 1996;RATCLIFFE, 1997).…”

Section: Modelo Normativo Do Processo De Tomada De Decisão Proposto Porunclassified

Section: Figura 1 -Modelo Normativo Do Processo De Tomada De Decisão unclassified

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"A argumentação no ensino superior de química: investigando uma atividade fundamentada em estudos de casos"

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Question-posing capability as an alternative evaluation method: Analysis of an environmental case study

Dori

Herscovitz

1999

J. Res. Sci. Teach.

192

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An effective strategy for improving problem-solving ability is fostering students' questionposing capabilities through the use of real-world problems. This article describes research on scientific question-posing capabilities among 10th-grade students who were studying air quality in a cooperative way, using the jigsaw method. Case studies and analyses of daily problems and dilemmas were integrated within the module the Quality of Air around Us, which was designed and developed specially for this research. The students were required to pose questions and cope with real-life problems while practicing a variety of learning activities, such as reading press or scientific articles, analyzing tables and graphs, and creating posters and advertisements that related to the problem. The students' question-posing skills were evaluated by using pre-and postcase study questionnaires. We found the number, orientation, and complexity of questions students posed to be three indices of question-posing capability. Following study of the Quality of Air around Us module, a significant increase was observed in the factors of number and complexity of questions students posed. The difference between students at high and low academic levels in the extent of increase in both number and complexity of posed questions was significant. As for orientation, the percentage of solution-and opinion-oriented questions increased in the posttest, and fewer questions dealt with the problem and related hazards. This indicates an increase in students' awareness of the need for and feasibility of seeking practical solutions to a given problem, as well as considerable improvement of their ability to analyze a related case study. On the basis of these findings, we recommend incorporating analysis of question-posing capability as an alternative evaluation method. To this end, fostering of question posing into the case study-based teaching/learning approach is the preferred strategy, in particular when environmental aspects are involved. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 411-430, 1999 Theoretical Background A major goal of science education is to emphasize the development of students' scientific understanding, thinking, and problem-solving abilities. Current science education emphasizes knowledge (facts and principles) and ignores higher-order thinking (Shepardson, 1993). Nakhleh (1993) pointed out that putting emphasis on algorithmic/mathematical problem solving does not correlate with solving conceptual problems.Teaching scientific problem solving can be improved if we base our teaching on an adequate understanding of how good problem solving is achieved. Science taught in schools often JOURNAL

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Chemical understanding and graphing skills in an honors case‐based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations

2008

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The case-based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual representations in the CCL learning environment. The research population of our 3-year study consisted of 857 chemistry 12th grade honors students from a variety of high schools in Israel. Pre-and postcase-based questionnaires were used to assess students' graphing and chemical understanding-retention skills. We found that students in the CCL learning environment significantly improved their graphing skills and chemical understanding-retention in the post-with respect to the prequestionnaires. Comparing the experimental students to their non-CCL control peers has shown that CCL students had an advantage in graphing skills. The CCL contribution was most noticeable for experimental students of relatively low academic level who benefit the most from the combination of visual and textual representations. Our findings emphasize the educational value of combining the case-based method with computerized laboratories for enhancing students' chemistry understanding and graphing skills, and for developing their ability to bidirectionally transfer between textual and visual representations. ß A growing body of research is concerned with the contribution of external representations to high-level cognitive processing of information

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Case Studies as a Basis for Discussion Method Teaching in Introductory Chemistry Courses

Cited by 11 publications

References 1 publication

"A argumentação no ensino superior de química: investigando uma atividade fundamentada em estudos de casos"

"A argumentação no ensino superior de química: investigando uma atividade fundamentada em estudos de casos"

Question-posing capability as an alternative evaluation method: Analysis of an environmental case study

Chemical understanding and graphing skills in an honors case‐based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations

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