teaching:biblio-10.1021-acs.chemrev.8b00020

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teaching:biblio-10.1021-acs.chemrev.8b00020 [2018/11/07 13:45] – [Concepts inventories] villersdteaching:biblio-10.1021-acs.chemrev.8b00020 [2020/07/12 17:20] (Version actuelle) – [Concepts inventories] villersd
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 FIXME ; compléter et ajouter à [[teaching:biblio-didactique-chimie]] FIXME ; compléter et ajouter à [[teaching:biblio-didactique-chimie]]
 +
 +Voir aussi (accès restreint) :
 +  * [[teaching:didactiquechimie:two-tier_multiple_choice|two-tier multiple choice]] diagnostic instruments (questions à choix multiple avec justification)
 +  * [[teaching:didactiquechimie:qcm#qcm_dans_le_domaine_de_la_chimie]]
 +
  
 [[https://pubs.acs.org/doi/full/10.1021/acs.chemrev.8b00020|Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice]], Melanie M. Cooper and Ryan L. Stowe Chem. Rev., Article ASAP DOI: 10.1021/acs.chemrev.8b00020 2018 [[https://pubs.acs.org/doi/full/10.1021/acs.chemrev.8b00020|Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice]], Melanie M. Cooper and Ryan L. Stowe Chem. Rev., Article ASAP DOI: 10.1021/acs.chemrev.8b00020 2018
  
 +{{  https://pubs.acs.org/na101/home/literatum/publisher/achs/journals/content/chreay/2018/chreay.2018.118.issue-12/acs.chemrev.8b00020/20180621/images/medium/cr-2018-000206_0009.gif  }}
  
 Cette revue en "Chemistry Education Research" (CER) donne un aperçu du développement de la recherche en éducation en chimie depuis les débuts, lorsque les idées sur la façon d'enseigner la chimie et de faciliter l'apprentissage des élèves étaient guidées par l'opinion des praticiens, jusqu'aux recherches actuelles basées sur les théories de l'apprentissage et fournit des preuves à partir desquelles on peut proposer des améliorations de l'enseignement et de l'apprentissage. Nous présentons les théories dominantes de l'apprentissage qui ont guidé la CER au fil des années et essayons de montrer comment elles ont été intégrées dans la recherche moderne en enseignement de la chimie. Nous fournissons également des exemples de la façon dont cette recherche peut être utilisée pour informer du développement et de l'utilisation des dispositifs  éducatifs. Parce que la littérature en CER est vaste, nous avons choisi de limiter la recherche examinée aux études qui nous aident à répondre à trois questions directrices: Cette revue en "Chemistry Education Research" (CER) donne un aperçu du développement de la recherche en éducation en chimie depuis les débuts, lorsque les idées sur la façon d'enseigner la chimie et de faciliter l'apprentissage des élèves étaient guidées par l'opinion des praticiens, jusqu'aux recherches actuelles basées sur les théories de l'apprentissage et fournit des preuves à partir desquelles on peut proposer des améliorations de l'enseignement et de l'apprentissage. Nous présentons les théories dominantes de l'apprentissage qui ont guidé la CER au fil des années et essayons de montrer comment elles ont été intégrées dans la recherche moderne en enseignement de la chimie. Nous fournissons également des exemples de la façon dont cette recherche peut être utilisée pour informer du développement et de l'utilisation des dispositifs  éducatifs. Parce que la littérature en CER est vaste, nous avons choisi de limiter la recherche examinée aux études qui nous aident à répondre à trois questions directrices:
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 ===== Concepts inventories ===== ===== Concepts inventories =====
 Références directes et indirectes : Références directes et indirectes :
-  * particulate nature of matter+  * **Particulate nature of matter**
     * [[https://pubs.rsc.org/en/Content/ArticleLanding/2011/RP/C1RP90017J#!divAbstract|The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter]], Nyachwaya, James M.; Mohamed, Abdi-Rizak; Roehrig, Gillian H.; Wood, Nathan B.; Kern, Anne L.; Schneider, Jamie L., Chemistry Education Research and Practice (2011), 12 (2), 121-132 DOI: 10.1039/c1rp90017j     * [[https://pubs.rsc.org/en/Content/ArticleLanding/2011/RP/C1RP90017J#!divAbstract|The development of an open-ended drawing tool: an alternative diagnostic tool for assessing students' understanding of the particulate nature of matter]], Nyachwaya, James M.; Mohamed, Abdi-Rizak; Roehrig, Gillian H.; Wood, Nathan B.; Kern, Anne L.; Schneider, Jamie L., Chemistry Education Research and Practice (2011), 12 (2), 121-132 DOI: 10.1039/c1rp90017j
     * Stains, M.; Escriu-Sune, M.; Alvarez de Santizo, M. L. M.; Sevian, H. [[https://pubs.acs.org/doi/abs/10.1021/ed1002509|Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey]] J. Chem. Educ. 2011, 88 (10) 1359– 1365 DOI: 10.1021/ed1002509     * Stains, M.; Escriu-Sune, M.; Alvarez de Santizo, M. L. M.; Sevian, H. [[https://pubs.acs.org/doi/abs/10.1021/ed1002509|Assessing Secondary and College Students’ Implicit Assumptions about the Particulate Nature of Matter: Development and Validation of the Structure and Motion of Matter Survey]] J. Chem. Educ. 2011, 88 (10) 1359– 1365 DOI: 10.1021/ed1002509
     * Yezierski, E. J.; Birk, J. P. [[https://pubs.acs.org/doi/abs/10.1021/ed083p954|Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap]]. J. Chem. Educ. 2006, 83, 954– 960, DOI: 10.1021/ed083p954     * Yezierski, E. J.; Birk, J. P. [[https://pubs.acs.org/doi/abs/10.1021/ed083p954|Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap]]. J. Chem. Educ. 2006, 83, 954– 960, DOI: 10.1021/ed083p954
-  * covalent and ionic bonding representations+  * **Covalent and ionic bonding representations**
     * Luxford, C. J.; Bretz, S. L. [[https://pubs.acs.org/doi/10.1021/ed400700q|Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations]] J. Chem. Educ. 2014, 91 (3) 312– 320 DOI: 10.1021/ed400700q     * Luxford, C. J.; Bretz, S. L. [[https://pubs.acs.org/doi/10.1021/ed400700q|Development of the Bonding Representations Inventory to Identify Student Misconceptions about Covalent and Ionic Bonding Representations]] J. Chem. Educ. 2014, 91 (3) 312– 320 DOI: 10.1021/ed400700q
-  * kinetic particle theory+  * **Kinetic particle theory**
     * Treagust, D. F.; Chandrasegaran, A. L.; Crowley, J.; Yung, B. H.; Cheong, I. P.-A.; Othman, J. [[https://link.springer.com/article/10.1007/s10763-009-9166-y|Evaluating Students’ Understanding of Kinetic Particle Theory concepts Relating to the State of Matter, Changes of State, and Diffusion: A Cross-National Study]] Int. J. Sci. Math. Educ. 2010, 8 (1) 141– 164 DOI: 10.1007/s10763-009-9166-y     * Treagust, D. F.; Chandrasegaran, A. L.; Crowley, J.; Yung, B. H.; Cheong, I. P.-A.; Othman, J. [[https://link.springer.com/article/10.1007/s10763-009-9166-y|Evaluating Students’ Understanding of Kinetic Particle Theory concepts Relating to the State of Matter, Changes of State, and Diffusion: A Cross-National Study]] Int. J. Sci. Math. Educ. 2010, 8 (1) 141– 164 DOI: 10.1007/s10763-009-9166-y
-  * solution chemistry+  * **Solution chemistry**
     * Adadan, E.; Savasci, F. [[https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.636084|An Analysis of 16–17-year-old Students’ Understanding of Solution Chemistry Concepts Using a Two-Tier Diagnostic Instrument]] Int. J. Sci. Educ. 2012, 34 (4) 513– 544 DOI: 10.1080/09500693.2011.636084     * Adadan, E.; Savasci, F. [[https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.636084|An Analysis of 16–17-year-old Students’ Understanding of Solution Chemistry Concepts Using a Two-Tier Diagnostic Instrument]] Int. J. Sci. Educ. 2012, 34 (4) 513– 544 DOI: 10.1080/09500693.2011.636084
-  * acids and/or bases+  * **Acids and/or bases**
     * [[https://pubs.acs.org/doi/abs/10.1021/ed5005195|Students’ Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions?]] Stacey Lowery Bretz and LaKeisha McClary, J. Chem. Educ., 2015, 92 (2), pp 212–219 DOI: 10.1021/ed5005195     * [[https://pubs.acs.org/doi/abs/10.1021/ed5005195|Students’ Understandings of Acid Strength: How Meaningful Is Reliability When Measuring Alternative Conceptions?]] Stacey Lowery Bretz and LaKeisha McClary, J. Chem. Educ., 2015, 92 (2), pp 212–219 DOI: 10.1021/ed5005195
     * Rahayu, S.; Chandrasegaran, A. L.; Treagust, D. F.; Kita, M.; Ibnu, S. [[https://link.springer.com/article/10.1007/s10763-010-9272-x|Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centered Instructional Program in Indonesia]] Int. J. Sci. Math. Educ. 2011, 9 (6) 1439– 1458 DOI: 10.1007/s10763-010-9272-x     * Rahayu, S.; Chandrasegaran, A. L.; Treagust, D. F.; Kita, M.; Ibnu, S. [[https://link.springer.com/article/10.1007/s10763-010-9272-x|Understanding Acid-Base Concepts: Evaluating the Efficacy of a Senior High School Student-Centered Instructional Program in Indonesia]] Int. J. Sci. Math. Educ. 2011, 9 (6) 1439– 1458 DOI: 10.1007/s10763-010-9272-x
     * Lin, J.-W.; Chiu, M.-H. [[https://www.tandfonline.com/doi/abs/10.1080/09500690600855559|Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases]] Int. J. Sci. Educ. 2007, 29 (6) 771– 803 DOI: 10.1080/09500690600855559     * Lin, J.-W.; Chiu, M.-H. [[https://www.tandfonline.com/doi/abs/10.1080/09500690600855559|Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases]] Int. J. Sci. Educ. 2007, 29 (6) 771– 803 DOI: 10.1080/09500690600855559
-  * oxidation–reduction reactions+  * **Oxidation–reduction reactions**
     * Brandriet, A. R.; Bretz, S. L. [[https://pubs.acs.org/doi/abs/10.1021/ed500051n|The Development of the Redox Concept Inventory as a Measure of Students’ Symbolic and Particulate Redox Understandings and Confidence]] J. Chem. Educ. 2014, 91 (8) 1132– 1144 DOI: 10.1021/ed500051n     * Brandriet, A. R.; Bretz, S. L. [[https://pubs.acs.org/doi/abs/10.1021/ed500051n|The Development of the Redox Concept Inventory as a Measure of Students’ Symbolic and Particulate Redox Understandings and Confidence]] J. Chem. Educ. 2014, 91 (8) 1132– 1144 DOI: 10.1021/ed500051n
-  * chemical equilibrium+  * **Chemical equilibrium**
     * Özmen, H. [[https://pubs.rsc.org/en/content/articlelanding/2008/rp/b812411f#!divAbstract|Determination of Students’ Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey]] Chem. Educ. Res. Pract. 2008, 9 (3) 225– 233 DOI: 10.1039/b812411f     * Özmen, H. [[https://pubs.rsc.org/en/content/articlelanding/2008/rp/b812411f#!divAbstract|Determination of Students’ Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey]] Chem. Educ. Res. Pract. 2008, 9 (3) 225– 233 DOI: 10.1039/b812411f
     * Voska, K. W.; Heikkinen, H. W. [[https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28200002%2937%3A2%3C160%3A%3AAID-TEA5%3E3.0.CO%3B2-M|Identification and Analysis of Student Conceptions Used To Solve Chemical Equilibrium Problems]] J. Res. Sci. Teach. 2000, 37 (2) 160– 176 DOI: 10.1002/(SICI)1098-2736(200002)37:2%3C160::AID-TEA5%3E3.0.CO;2-M     * Voska, K. W.; Heikkinen, H. W. [[https://onlinelibrary.wiley.com/doi/abs/10.1002/%28SICI%291098-2736%28200002%2937%3A2%3C160%3A%3AAID-TEA5%3E3.0.CO%3B2-M|Identification and Analysis of Student Conceptions Used To Solve Chemical Equilibrium Problems]] J. Res. Sci. Teach. 2000, 37 (2) 160– 176 DOI: 10.1002/(SICI)1098-2736(200002)37:2%3C160::AID-TEA5%3E3.0.CO;2-M
-  * electrolysis+  * **Electrolysis**
     * Sia, D. T.; Treagust, D. F.; Chandrasegaran, A. L. [[https://link.springer.com/article/10.1007/s10763-012-9338-z|High School Students’ Proficiency and Confidence Levels in Displaying their Understanding of Basic Electrolysis Concepts]] Int. J. Sci. Math. Educ. 2012, 10 (6) 1325– 1345 DOI: 10.1007/s10763-012-9338-z     * Sia, D. T.; Treagust, D. F.; Chandrasegaran, A. L. [[https://link.springer.com/article/10.1007/s10763-012-9338-z|High School Students’ Proficiency and Confidence Levels in Displaying their Understanding of Basic Electrolysis Concepts]] Int. J. Sci. Math. Educ. 2012, 10 (6) 1325– 1345 DOI: 10.1007/s10763-012-9338-z
-  * Thermochemistry+  * **Thermochemistry**
     * Wren, D.; Barbera, J. [[https://pubs.rsc.org/en/content/articlelanding/2014/rp/c3rp00170a#!divAbstract|Psychometric Analysis of the Thermochemistry Concept Inventory]]. Chem. Educ. Res. Pract. 2014, 15, 380– 390, DOI: 10.1039/C3RP00170A     * Wren, D.; Barbera, J. [[https://pubs.rsc.org/en/content/articlelanding/2014/rp/c3rp00170a#!divAbstract|Psychometric Analysis of the Thermochemistry Concept Inventory]]. Chem. Educ. Res. Pract. 2014, 15, 380– 390, DOI: 10.1039/C3RP00170A
     * Wren, D.; Barbera, J. [[https://pubs.acs.org/doi/abs/10.1021/ed400384g|Gathering Evidence for Validity during the Design, Development, and Qualitative Evaluation of Thermochemistry Concept Inventory Items]]. J. Chem. Educ. 2013, 90, 1590– 1601, DOI: 10.1021/ed400384g     * Wren, D.; Barbera, J. [[https://pubs.acs.org/doi/abs/10.1021/ed400384g|Gathering Evidence for Validity during the Design, Development, and Qualitative Evaluation of Thermochemistry Concept Inventory Items]]. J. Chem. Educ. 2013, 90, 1590– 1601, DOI: 10.1021/ed400384g
-  * Enzyme–substrate Interactions+  * **Enzyme–substrate Interactions**
     * Bretz, S. L.; Linenberger, K. J. Development of the Enzyme–substrate Interactions Concept Inventory. Biochem. Mol. Biol. Educ. 2012, 40, 229– 233, DOI: 10.1002/bmb.20622     * Bretz, S. L.; Linenberger, K. J. Development of the Enzyme–substrate Interactions Concept Inventory. Biochem. Mol. Biol. Educ. 2012, 40, 229– 233, DOI: 10.1002/bmb.20622
-  * Quantum Chemistry+  * **Quantum Chemistry**
     * Dick-Perez, M.; Luxford, C. J.; Windus, T. L.; Holme, T. A Quantum Chemistry Concept Inventory for Physical Chemistry Classes. J. Chem. Educ. 2016, 93, 605– 612, DOI: 10.1021/acs.jchemed.5b00781     * Dick-Perez, M.; Luxford, C. J.; Windus, T. L.; Holme, T. A Quantum Chemistry Concept Inventory for Physical Chemistry Classes. J. Chem. Educ. 2016, 93, 605– 612, DOI: 10.1021/acs.jchemed.5b00781
  
   * divers :   * divers :
-    * Talanquer, V. Concept Inventories: Predicting the Wrong Answer May Boost Performance. J. Chem. Educ. 2017, 94, 1805– 1810, DOI: 10.1021/acs.jchemed.7b00427 +    * Talanquer, V. Concept Inventories: Predicting the Wrong Answer May Boost Performance. J. Chem. Educ. 2017, 94, 1805– 1810, DOI: 10.1021/acs.jchemed.7b00427 
 +    * [[https://www.tandfonline.com/doi/abs/10.1080/09500690601072964|A National Survey of Students’ Conceptions of Chemistry]] Mei‐Hung Chiu (2007) in Taiwan, International Journal of Science Education, 29:4, 421-452  DOI: 10.1080/09500690601072964
  
  
-Autres questionnaires, questions,... +Autres questionnaires, questions,... : 
-  * [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00169|Student Understanding of Intermolecular Forces: A Multimodal Study]], Melanie M. Cooper, Leah C. Williams, and Sonia M. Underwood, J. Chem. Educ., 2015, 92 (8), pp 1288–1298 DOI: 10.1021/acs.jchemed.5b00169+  * [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00169|Student Understanding of Intermolecular Forces: A Multimodal Study]], Melanie M. Cooper, Leah C. Williams, and Sonia M. Underwood, J. Chem. Educ., 2015, 92 (8), pp 1288–1298 DOI: 10.1021/acs.jchemed.5b00169 → **Intermolecular Forces**
   * [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00203|Why Ask Why?]] Melanie M. Cooper, J. Chem. Educ., 2015, 92 (8), pp 1273–1279 DOI: 10.1021/acs.jchemed.5b00203   * [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.5b00203|Why Ask Why?]] Melanie M. Cooper, J. Chem. Educ., 2015, 92 (8), pp 1273–1279 DOI: 10.1021/acs.jchemed.5b00203
-  * Maeyer, J.; Talanquer, V. Making Predictions about Chemical Reactivity: Assumptions and Heuristics. J. Res. Sci. Teach. 2013, 50, 748– 767, DOI: 10.1002/tea.21092 +  * Maeyer, J.; Talanquer, V. Making Predictions about Chemical Reactivity: Assumptions and Heuristics. J. Res. Sci. Teach. 2013, 50, 748– 767, DOI: 10.1002/tea.21092 → **Chemical Reactivity** 
-  * Cooper, M. M.; Kouyoumdjian, H.; Underwood, S. M. Investigating Students’ Reasoning about Acid–Base Reactions. J. Chem. Educ. 2016, 93, 1703– 1712, DOI: 10.1021/acs.jchemed.6b00417 +  * Cooper, M. M.; Kouyoumdjian, H.; Underwood, S. M. [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00417|Investigating Students’ Reasoning about Acid–Base Reactions]]. J. Chem. Educ. 2016, 93, 1703– 1712, DOI: 10.1021/acs.jchemed.6b00417 → **Acid–Base Reactions** 
-  * Becker, N.; Noyes, K.; Cooper, M. Characterizing Students’ Mechanistic Reasoning about London Dispersion Forces. J. Chem. Educ. 2016, 93, 1713– 1724, DOI: 10.1021/acs.jchemed.6b00298+  * Becker, N.; Noyes, K.; Cooper, M. [[https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00298|Characterizing Students’ Mechanistic Reasoning about London Dispersion Forces]]. J. Chem. Educ. 2016, 93, 1713– 1724, DOI: 10.1021/acs.jchemed.6b00298 → **London Dispersion Forces**
   * Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292   * Claesgens, J.; Scalise, K.; Wilson, M.; Stacy, A. Mapping Student Understanding in Chemistry: The Perspectives of Chemists. Sci. Educ. 2009, 93, 56– 85, DOI: 10.1002/sce.20292
-  * Becker, N. M.; Rupp, C. A.; Brandriet, A. Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F +  * Becker, N. M.; Rupp, C. A.; Brandriet, A. [[https://pubs.rsc.org/en/content/articlelanding/2017/rp/c6rp00205f#!divAbstract|Engaging Students in Analyzing and Interpreting Data to Construct Mathematical Models: An Analysis of Students’ Reasoning in a Method of Initial Rates Task]]. Chem. Educ. Res. Pract. 2017, 18, 798– 810, DOI: 10.1039/C6RP00205F → **kinetics** 
-  * Cooper, M. M.; Kouyoumdjian, H.; Underwood, S. M. Investigating Students’ Reasoning about Acid–Base Reactions. J. Chem. Educ. 2016, 93, 1703– 1712, DOI: 10.1021/acs.jchemed.6b00417+  * [[https://www.stem.org.uk/best-evidence-science-teaching|Best Evidence Science Teaching]] (University of York) : collection of free research evidence-informed resources for effective teaching of difficult ideas, embedded formative assessment and adaptive lesson planning :  
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-substances-and-properties|Substances and properties]]** 
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-particles-and-structure|Particles and structure]]** 
 +    * **[[https://www.stem.org.uk/best/chemistry-earth-science/big-idea-chemical-reactions|Chemical reactions]]** 
 +  * [[http://assessment.aaas.org/@AAAS Science Assessment]] : QCM, concepts et références
  
 Importance de la metacognition : Importance de la metacognition :
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 ===== Curriculum ===== ===== Curriculum =====
 +
 +
 +----
 +
 +===== Autres références =====
 +  * [[wp>Concept_inventory|Concept inventory]]
 +  * [[wp>Chemistry_education|Chemistry education]]
 +  * [[https://pubs.acs.org/doi/10.1021/ed074p1076|Research in Chemical Education - the Third Branch of Our Profession]] Journal of Chemical Education 1997, 74 (9) , 1076. DOI: 10.1021/ed074p1076
 +  * [[https://pubs.acs.org/doi/10.1021/ed400716p|Evaluating the Content and Response Process Validity of Data from the Chemical Concepts Inventory]] Paul Schwartz and Jack Barbera, Journal of Chemical Education 2014, 91 (5), 630-640. DOI: 10.1021/ed400716p
 +  * [[http://pubs.acs.org/doi/abs/10.1021/ed079p739|An Inventory for Alternate Conceptions among First-Semester General Chemistry Students]] Douglas R. Mulford & William R. Robinson, J. Chem. Educ., 2002, 79 (6), p 739 DOI: 10.1021/ed079p739  (y compris **tests**)
 +  * [[https://www.youtube.com/watch?v=s3bt7uRb5Dw|CER Webinar: Stacey Lowery Bretz & Michael Klymkowsky - Discussion about Concept Inventories between lead researchers in chemistry and biology education]], 20/05/2020 (utiliser les sous-titres si utile)
  
  
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