Assessment of undergraduate chemistry students' understanding of the nature and purpose of scientific models and modeling

2021 ◽  
Author(s):  
Katherine J Lazenby
Keyword(s):  
Scientific Models ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Models And Modeling

scholarly journals Mapping undergraduate chemistry students' epistemic ideas about models and modeling

2020 ◽  
Vol 57 (5) ◽  
pp. 794-824 ◽  
Author(s):  
Katherine Lazenby ◽  
Avery Stricker ◽  
Alexandra Brandriet ◽  
Charlie A. Rupp ◽  
Kathryn Mauger‐Sonnek ◽  
...  
Keyword(s):  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Models And Modeling

Undergraduate Chemistry Students’ Epistemic Criteria for Scientific Models

2019 ◽  
Vol 97 (1) ◽  
pp. 16-26 ◽  
Author(s):  
Katherine Lazenby ◽  
Avery Stricker ◽  
Alexandra Brandriet ◽  
Charlie A. Rupp ◽  
Nicole M. Becker
Keyword(s):  
Scientific Models ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Epistemic Criteria

Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry

2020 ◽  
Author(s):  
Katherine Lazenby ◽  
Nicole M. Becker
Keyword(s):  
Chemistry Education ◽  
Scientific Models ◽  
Response Patterns ◽  
Scientific Practices ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Models In Science ◽  
Context Data ◽  
Models And Modelling ◽  
Curricular Interventions

As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) instrument to assess students’ knowledge about scientific models and modelling. SUMS has also been used in a number of studies to assess the efficacy of models- and modelling-focused curricular interventions on students’ epistemic knowledge of models and modelling in several contexts. In this study, we examine the functioning of the SUMS instrument in an introductory university-level chemistry context and present evidence regarding the validity of data produced using SUMS in this context. Data collected from university chemistry students were used to examine students’ response patterns. We also present results from factor analyses, which were used to investigate the internal structure of the SUMS. The results suggest that SUMS cannot be used to support claims about undergraduate chemistry students’ epistemic knowledge of scientific models and modelling.

How well does A-level Mathematics prepare students for the mathematical demands of chemistry degrees?

2016 ◽  
Vol 17 (4) ◽  
pp. 1190-1202 ◽  
Author(s):  
Ellie Darlington ◽  
Jessica Bowyer
Keyword(s):  
First Year ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Undergraduate Study ◽  
Pure Mathematics ◽  
Entry Requirements ◽  
Good Preparation

332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In particular, pure mathematics and mechanics topics were found to be the most useful. Additionally, over 90% of participants who had studied at least AS-level Further Mathematics reported that there was an overlap between the material they encountered at A-level and in the first year of undergraduate study. This indicates that prospective undergraduate chemists would significantly benefit from studying A-level Mathematics, and in particular may benefit from specialising in the study of mechanics, something which will only be possible through the study of Further Mathematics after qualifications are reformed in September 2017. Universities should consequently consider revising their entry requirements or recommendations to applicants.

scholarly journals Compreensão textual de artigos originais de pesquisa por graduandos em química

2020 ◽  
Vol 42 ◽  
pp. e8
Author(s):  
Flávia Gabriele Sacchi ◽  
Salete Linhares Queiroz
Keyword(s):  
Oral Presentation ◽  
Text Comprehension ◽  
Scientific Communication ◽  
Research Articles ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
The Subject

Reading and comprehension of research articles (RA) by undergraduate chemistry students provides a greater ability to develop criticism and establish links between scientific contents. Even being such a relevant skill, research on the subject is scarce, especially in the Brazilian context. From this perspective, this paper aims to investigate the text comprehension of RA about the topic of biofuel, extracted from the “Química Nova” journal, by undergraduates from the area, in the context of a scientific communication discipline.  Therefore, we initially analyzed the retextualization carried out by a group of students from RA for corresponding oral presentation, and then established links between retextualization operations and text comprehension. The analysis was based on studies on retextualization operations and text comprehension, from the perspective proposed by Marcuschi.  The results indicated that the development of the oral presentation component slides took place without impairing the communicative purpose established by the RA authors, suggesting the undergraduates understood it.

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