Interpreting Data: The Hybrid Mind

Kimberly Heisterkamp, Vicente A Talanquer

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

The central goal of this study was to characterize major patterns of reasoning exhibited by college chemistry students when analyzing and interpreting chemical data. Using a case study approach, we investigated how a representative student used chemical models to explain patterns in the data based on structure-property relationships. Our results elicited various reasoning challenges: undifferentiation of concepts, overreliance on surface explicit features, oversensitivity to contextual features, unconstrained application of ideas, hybridization of chemical and intuitive knowledge, and overreliance on nonmechanistic explanatory schemas. Our findings also revealed several affordances in student thinking: cognitive flexibility, responsiveness to probing and scaffolding, rich knowledge base, and pragmatism in the search for explanations. Our investigation provides insights into curriculum design and teaching and assessment strategies that can better leverage students' cognitive resources to scaffold learning.

Original languageEnglish (US)
Pages (from-to)1988-1995
Number of pages8
JournalJournal of Chemical Education
Volume92
Issue number12
DOIs
StatePublished - Oct 1 2015

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Students
student
ownership structure
pragmatism
Scaffolds
Curricula
Teaching
flexibility
chemistry
curriculum
resources
knowledge
learning

Keywords

  • Chemical Education Research
  • First-Year Undergraduate/General
  • High School/Introductory Chemistry
  • Learning Theories
  • Misconceptions/Discrepant Events

ASJC Scopus subject areas

  • Chemistry(all)
  • Education

Cite this

Interpreting Data : The Hybrid Mind. / Heisterkamp, Kimberly; Talanquer, Vicente A.

In: Journal of Chemical Education, Vol. 92, No. 12, 01.10.2015, p. 1988-1995.

Research output: Contribution to journalArticle

Heisterkamp, Kimberly ; Talanquer, Vicente A. / Interpreting Data : The Hybrid Mind. In: Journal of Chemical Education. 2015 ; Vol. 92, No. 12. pp. 1988-1995.
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