Improving student success in chemistry through cognitive science

被引：0
作者：
JudithAnn R. Hartman
Eric A. Nelson
Paul A. Kirschner
机构：
[1] United States Naval Academy,Department of Chemistry (Emerita)
[2] Fairfax County Public Schools (Retired),Faculty of Educational Sciences
[3] Open University of the Netherlands,Expertise Centre Effective Learning
[4] Thomas More University of Applied Sciences,undefined
来源：
Foundations of Chemistry | 2022年 / 24卷
关键词：
General chemistry; Working memory; Long-term memory; Overlearning; Cognitive science;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Chemistry educator Alex H. Johnstone is perhaps best known for his insight that chemistry is best explained using macroscopic, submicroscopic, and symbolic perspectives. But in his writings, he stressed a broader thesis, namely that teaching should be guided by scientific research on how the brain learns: cognitive science. Since Johnstone’s retirement, science’s understanding of learning has progressed rapidly. A surprising discovery has been when solving chemistry problems of any complexity, reasoning does not work: students must apply very-well-memorized facts and algorithms. Following Johnstone’s advice, we review recent discoveries of cognitive science research. Instructional strategies are recommended that cognitive studies have shown help students learn chemistry.
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收藏
页码：239 / 261
页数：22
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