Uncovering Chemical Thinking in Students’ Decision Making: A Fuel-Choice Scenario

Banks, Gregory; Clinchot, Michael; Cullipher, Steven; Huie, Robert; Lambertz, Jennifer; Lewis, Rebecca; Ngai, Courtney; Sevian, Hannah; Szteinberg, Gabriela; Talanquer, Vicente; Weinrich, Melissa

doi:10.1021/acs.jchemed.5b00119

Cited by 22 publications

(21 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Arguments were analyzed using the modes of reasoning from the Chemical Thinking Learning Progression (Banks et al, ; Cullipher et al, ; Moon et al, ; Sevian & Talanquer, ; Szteinberg et al, ). The modes of reasoning, as interpreted by the primary researcher, are presented in Table .…”

Section: Methodsmentioning

confidence: 99%

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

et al. 2017

View full text Add to dashboard Cite

One aim of inquiry activities in science education is to promote students’ participation in the practices used to build scientific knowledge by providing opportunities to engage in scientific discourse. However, many factors influence the actual outcomes and effect on students’ learning when using inquiry materials. In this study, discourse from two physical chemistry classrooms using the Process‐Oriented Guided Inquiry Learning (POGIL) approach was analyzed using a lens of scientific argumentation. Analysis of the complexity of reasoning in students’ arguments using a learning progression on chemical thinking indicated that students did not employ very complex reasoning to construct arguments. To explain the distribution of reasoning observed, a separate analysis of the curricular materials was performed using the Task Analysis Guide for Science (TAGS). Results indicate a relationship between the task's targeted scientific practice and how students used evidence in their arguments as well as between the task's cognitive demand and the complexity of reasoning employed in arguments. Examples illustrating these relationships can be used to inform implications for design of inquiry materials, facilitation of classroom discourse, and future research. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 10: 1322–1346, 2017

show abstract

Section: Methodsmentioning

confidence: 99%

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

et al. 2017

View full text Add to dashboard Cite

show abstract

“…23 Role-playing is also an opportunity to put decision making regarding chemistry-related issues into practice. Banks et al 24 indicate that it is recommended to put practices related to the evaluation of opinions and the making of informed decisions based on an understanding of chemistry, in combination with other factors (economic, social, environmental, etc. ), into practice in the chemistry classroom at all educational levels.…”

Section: ■ Backgroundmentioning

confidence: 99%

Should We Ban Single-Use Plastics? A Role-Playing Game to Argue and Make Decisions in a Grade-8 School Chemistry Class

2021

View full text Add to dashboard Cite

The social dimension of chemistry is relevant and present in numerous socio-scientific issues, for example, the use of plastics. These issues can be covered at school by implementing strategies such as role-playing, which allow different perspectives to be understood, thereby helping to promote changes in attitude. This paper presents a pilot-study about the design and results obtained in the role-playing game “Should we ban single-use plastics?”, which covers the problem of plastics in a secondary school chemistry class by way of argumentation and decision making. Role-playing allows students to represent the viewpoints of different important actors in this area both in favor of a ban on their use (fisherman, environmental scientist, teenager, biodegradable material manufacturer) and against (manufacturer of disposable surgical products, teenager, worker in a plastic cutlery factory, director of an oil company). This role-playing was implemented virtually for a class of grade-8 school students (secondary schoolers in Spain). The main findings include the promotion of learning about the chemical aspects of plastics and the change in attitude of some students regarding this issue after preparing and using arguments and counterarguments based on scientific evidence in a debate. Role-playing is well received by students and helps them to experience positive emotions. Students were found to be very critical of the issue addressed, and the COVID-19 pandemic appeared to affect their decisions.

show abstract

“…The CT framework highlights six core crosscutting ways of reasoning to be developed in the chemistry classroom: chemical identity, 22,23 structure−property relationships, 24,25 chemical causality, 26,27 chemical mechanism, 26,27 chemical control, 14 and benefits−costs-risks. 28,29 Teachers who adopt a CT perspective in their teaching create opportunities for students to apply their knowledge and experiences in authentic tasks that demand the analysis, synthesis, or transformation of matter for relevant purposes. As students work on these tasks, teachers engage in FA practices that seek to identify productive cognitive and epistemic resources that students express or manifest and how those resources can be leveraged to achieve task goals and advance student understanding.…”

Section: ■ Focus On Chemical Thinkingmentioning

confidence: 99%

Investigating How Teachers’ Formative Assessment Practices Change Across a Year

Abell

Sevian

2021

J. Chem. Educ.

Self Cite

View full text Add to dashboard Cite

Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers’ FA practices changed as a result of their participation in a professional development program designed with a Chemical Thinking perspective. Four FA portfolio chapters were collected from 19 secondary school teachers over the course of a year. The analysis of the FA portfolio chapters gave insight into changes in teachers’ FA practice in the areas of task design, purpose, and focus when evaluating student work. All teachers implemented changes in at least one of these areas of analysis, with about half of them creating FA tasks that demonstrated changes in all three dimensions. Changes in FA design were the most prevalent among participating teachers, shifting from tasks designed to explore the acquisition of knowledge to tasks that explored student reasoning with chemistry. On the other hand, changes in evaluation focus were the least common as most teachers centered their attention on the correctness of students’ answers rather than on the nature of students’ chemistry ideas. The results of our investigation point to areas in which chemistry teachers require substantial support to effectively use FA in their classrooms.

show abstract

Uncovering Chemical Thinking in Students’ Decision Making: A Fuel-Choice Scenario

Cited by 22 publications

References 35 publications

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

Should We Ban Single-Use Plastics? A Role-Playing Game to Argue and Make Decisions in a Grade-8 School Chemistry Class

Investigating How Teachers’ Formative Assessment Practices Change Across a Year

Contact Info

Product

Resources

About