Chemistry Education: Ten Heuristics To Tame

Talanquer, Vicente

doi:10.1021/ed4008765

Cited by 74 publications

(113 citation statements)

References 62 publications

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“…The accompanying open‐ended responses were then examined through the lens of heuristics usage. Specific statements within the responses were assigned according to the 10 heuristics proposed by Talanquer . After preliminary examination of all open‐ended responses, only six of the ten heuristics, as well as non‐heuristic reasoning, were used to analyze this dataset.…”

Section: Methodsmentioning

confidence: 99%

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Examining student heuristic usage in a hydrogen bonding assessment

Miller

Kim

2017

Biochem Molecular Bio Educ

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This study investigates the role of representational competence in student responses to an assessment of hydrogen bonding. The assessment couples the use of a multiple-select item ("Choose all that apply") with an open-ended item to allow for an examination of students' cognitive processes as they relate to the assignment of hydrogen bonding within a structural representation. Response patterns from the multiple-select item implicate heuristic usage as a contributing factor to students' incorrect responses. The use of heuristics is further supported by the students' corresponding responses to the open-ended assessment item. Taken together, these data suggest that poor representational competence may contribute to students' previously observed inability to correctly navigate the concept of hydrogen bonding. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):411-416, 2017.

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Section: Methodsmentioning

confidence: 99%

“…On the other hand, Type 2 Reasoning requires slow, critical thinking to arrive at a solution. Mathematics, physics, and chemistry education studies have suggested that students' answers are often the result of Type 1 reasoning . The use of Type 1 Reasoning, or heuristics, can lead to a multitude of wrong answers and misconceptions.…”

Section: Introductionmentioning

confidence: 99%

Examining student heuristic usage in a hydrogen bonding assessment

Miller

Kim

2017

Biochem Molecular Bio Educ

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“…Theories involving these processes include such ideas as a "singularity principle," namely, that people tend to think of only one explanation at a time, (perhaps due to system 1 processes), and this can lead to ignoring alternative explanations [24]. In the last decade, science education researchers have also begun to explicitly note the importance of dual process theories when explaining student responses to tasks in science education settings [17,[25][26][27][28].…”

Section: A Theoretical Background and Contextmentioning

confidence: 99%

Reasoning with alternative explanations in physics: The cognitive accessibility rule

Heckler

Bogdan

2018

Phys. Rev. Phys. Educ. Res.

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A critical component of scientific reasoning is the consideration of alternative explanations. Recognizing that decades of cognitive psychology research have demonstrated that relative cognitive accessibility, or "what comes to mind," strongly affects how people reason in a given context, we articulate a simple "cognitive accessibility rule", namely that alternative explanations are considered less frequently when an explanation with relatively high accessibility is offered first. In a series of four experiments, we test the cognitive accessibility rule in the context of consideration of alternative explanations for six physical scenarios commonly found in introductory physics curricula. First, we administer free recall and recognition tasks to operationally establish and distinguish between the relative accessibility and availability of common explanations for the physical scenarios. Then, we offer either high or low accessibility explanations for the physical scenarios and determine the extent to which students consider alternatives to the given explanations. We find two main results consistent across algebra-and calculus-based university level introductory physics students for multiple answer formats. First, we find evidence that, at least for some contexts, most explanatory factors are cognitively available to students but not cognitively accessible. Second, we empirically verify the cognitive accessibility rule and demonstrate that the rule is strongly predictive, accounting for up to 70% of the variance of the average student consideration of alternative explanations across scenarios. Overall, we find that cognitive accessibility can help to explain biases in the consideration of alternatives in reasoning about simple physical scenarios, and these findings lend support to the growing number of science education studies demonstrating that tasks relevant to science education curricula often involve rapid, automatic, and potentially predictable processes and outcomes.

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“…This phenomenon is analogous to the generalization heuristic where students recognize patterns but not the conditions in which the pattern is applicable. 17 It may be expected that the introduction of valence bond theory, in particular, orbital hybridization, may make the case, directly or indirectly, that electrons in molecules are not building within the same electron configuration. The results indicate this is not the case.…”

Section: ■ Results and Discussionmentioning

confidence: 99%

Developing and Implementing an Assessment Technique To Measure Linked Concepts

Oueini

Lewis

2015

J. Chem. Educ.

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The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students' understanding of linking content throughout General Chemistry. Student performance on the assessment technique has provided unique insights relevant for instruction. For example, a substantial proportion of students could not identify when a model was used beyond its intended limit or show proficiency in tasks that the course assumed was prior knowledge. The use of these assessments also provides a means for instruction to show the relevance for topics such as periodic trends or ionic/molecular classification in a variety of subsequent topics throughout the course.

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Chemistry Education: Ten Heuristics To Tame

Cited by 74 publications

References 62 publications

Examining student heuristic usage in a hydrogen bonding assessment

Examining student heuristic usage in a hydrogen bonding assessment

Reasoning with alternative explanations in physics: The cognitive accessibility rule

Developing and Implementing an Assessment Technique To Measure Linked Concepts

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