The characterization of cognitive processes involved in chemical kinetics using a blended processing framework

Abstract

Chemical kinetics is a highly quantitative content area that involves the use of multiple mathematical representations to model processes and is a context that is under-investigated in the literature. This qualitative study explored undergraduate student integration of chemistry and mathematics during problem solving in the context of chemical kinetics. Using semi-structured interviews, participants were asked to make their reasoning and thinking explicit as they described provided equations and as they worked though chemical kinetics problems. Here we describe the results from our study, which included thirty-six general chemistry students, five physical chemistry students, and three chemical engineering students. Analysis and findings are framed in terms of blended processing, a theory from cognitive science that characterizes human knowledge integration. Themes emerged relating to contexts that were commonly discussed when blending occurred. Variation in the depth and directionality of blending was also observed and characterized. Results provide implications for supporting student problem solving and the modeling of chemical processes.

Testing students ability to use derivatives, integrals, and vectors in a purely mathematical context and in a physical context

“…In recent years, "conceptual blending" has been proposed as an alternative framework to account for both context dependency and the relevance of prior knowledge in problem solving, both in physics and in other branches of science [2,[37][38][39][40]. According to this framework, a student who encounters a problem in a new context "blends" information from different "mental spaces" (e.g., mathematics, physics, everyday experience) to construct an emergent "blended space" that is unique to the problem and that is used to solve it.…”

Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

“…Students often fail to access both of these resources and thus often do not pay attention to the directionality embedded in the equation (Flores-García et al, 2008). Categorization of blended sensemaking has been used to describe students' quantitative problem-solving (Bain, Rodriguez, Moon, & Towns, 2018;Bain, Rodriguez, Moon, & Towns, 2019;Bing & Redish, 2007Brahmia, Boudreaux, & Kanim, 2016;Greca & Moreira, 2002;Hu & Rebello, 2013;Kuo et al, 2013;Tuminaro & Redish, 2007). Bing and Redish (2007) identified two types of blending in students' problem-solving processes, single-scope blend (a one-way mapping) and doublescope blend (a back-and-forth integration).…”

“…Students may start sensemaking of mathematical equations from either the mathematics sensemaking dimension or the science sensemaking dimension. In chemistry, accessing sensemaking of an equation from either dimension could result in students moving to the other dimension for a richer understanding of the equation (Bain et al, 2018). Instruction that provides opportunities for blended sensemaking has been shown to improve students' understanding of the scientific phenomenon and their ability to solve complex and novel quantitative problems (Schuchardt & Schunn, 2016).…”

Students’ Opinions about Blended Learning in Redox Material and Compounds Nomenclature

“…Based learning blended learning is a good option to improve the effectiveness, efficiency, and greater appeal in the interaction between people in a diverse learning environment (Abdullah, 2018). Blended learning is learning that combines e-learning, online mixed learning with face-to-face learning in the classroom involving IT-based learning tools (Afdhila et al, 2018;Bain et al, 2018). Shen (2016) mentions that blended learning is effective for learning, while Jeffrey (2014) states that the blended learning method can maximize teaching by teachers through online and regular learning in the classroom.…”