Chemisches Denken lernen – Entwicklung experimentgestützter Lerngelegenheiten zur Förderung prozessorientierter und konzeptbasierter Erklärungsstrategien zu Reaktionsmechanismen und übergeordneten Konzepten der Organischen Chemie bei angehenden Lehrkräften
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Philipps-Universität Marburg
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Abstract
Chemical thinking in organic chemistry is focused on analyzing, explaining and proposing reaction mechanisms by applying process-oriented and concept-based problem-solving and explanation strategies. This way of thinking uniquely allows to reduce an extensive variety of reactions to a few elementary principles and to utilize these principles for further knowledge acquisition. However, learning and following teaching of such skills demands high standards of pre-service teachers' education, which are often not met by conventional educational approaches.
This dissertation presents the design of new learning opportunities and a subsequent teacher training concept, which provide possibilities for pre-service teachers to learn causal reasoning about reaction mechanisms and crosscutting concepts of organic chemistry and to apply acquired skills on planning meaningful lessons. For this purpose, a theoretical framework based on the characteristics of epistemic practice, the process of knowledge construction and novel educational approaches in organic chemistry was developed and used to conceptualize three new learning opportunities and a teacher training concept. The learning opportunities make essential patterns of reactivity and core concepts accessible in the context of novel problem-solving tasks, which cannot be resolved by use of superficial approaches. Each learning opportunity emphasizes one specific attribute of chemical thinking in organic chemistry. They enable stepwise process-oriented proposition of the reaction mechanism of alkaline ester hydrolysis, subsequent concept-based differentiation of electronic substituent effects and explanation of enolate-induced carbon-carbon bond formation via transferring acquired knowledge to a new mechanistic context. The learning opportunities' reaction systems are designed to foster construction of sound explanations by linking mechanistic reasoning with evidence in a way that meets epistemological, psychological and conceptual requirements of contemporary organic chemistry education. Each reaction system allows direct tracing of the course of a particular reaction employing straightforwardly ascertainable experimental data. By being designed coherently regarding patterns of reactivity, related concepts and applied analytical methods, the learning opportunities facilitate systematic construction of a repertoire of sound process-oriented and concept-based problem-solving and explanation strategies. The subsquent teacher training concept was implemented in two consecutive seminaries for advanced pre-service teachers named ProfiWerk and PraxisLab~Chemie, which explicate the approach of designing meaningful learning opportunities and lessons along the transition from university education to practical teaching experience. Both seminaries provide subject-specific exercises for learning and teaching chemical thinking skills on a superordinate level, which are embedded in an interdisciplinary conceptual and curricular approach to coherent pre-service teachers' professionalization.
Results are listed in five publications, which are complemented by two further publications covering results of cooperative research activities. The integrative discussion of results points out advantages of the new designed learning opportunities and teacher training concept over conventional approaches, which are particularly the innovative character of problem-solving tasks, the straightforward but reliable access to evidence and the scope adapted to the specific requirements of German pre-service teachers' education. Conclusiveley, these findings provide a basis for implementing new learning environments in pre-service chemistry teachers' education, which are compatible to novel educational approaches and facilitate construction of comprehensive knowledge structures in organic chemistry. Furthermore, implications for future research derive from this work, which include further enhancement of the learning opportunities and the teacher training concept, design of new learning opportunities and evaluation of the educational approach.
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Dates
Created: 2019Issued: 2020-10-20Updated: 2020-10-20
Faculty
Fachbereich Chemie
Publisher
Philipps-Universität Marburg
Language
ger
Data types
DoctoralThesis
Keywords
Problemlösungs- und Erklärungsstrategienprocess-orientedKonzeptwechselKonzeptbasierungKonzeptwissenconceptual knowledgestrmechanistisches Argumentierenproblem-solving and explanation strategiesconceptual changeSmechanistic reasoningconcept-basedProzessorientierung
DFG-subjects
HochschuldidaktikProblemlösenLehramtLehrerinnenbildungSubstituenteneffektOrganische ChemieLehrerbildungReaktionsmechanismus
DDC-Numbers
540
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Trabert, Andreas (0000-0002-9823-984X): Chemisches Denken lernen – Entwicklung experimentgestützter Lerngelegenheiten zur Förderung prozessorientierter und konzeptbasierter Erklärungsstrategien zu Reaktionsmechanismen und übergeordneten Konzepten der Organischen Chemie bei angehenden Lehrkräften. : Philipps-Universität Marburg 2020-10-20. DOI: https://doi.org/10.17192/z2020.0501.
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This item has been published with the following license: In Copyright