In college level chemistry courses, reasoning using molecular and particulate descriptions of matter becomes central to understanding physical chemical properties. this study, we used a qualitative approach analyzing classroom discourse derived from Toulmin's model argumentation in order describe the ways which students develop particulate-level justifications for claims about thermodynamic Our analysis extends construct sociomathematical norms context disciplinary criteria justification,...

Undergraduate physical chemistry courses require students to be proficient in calculus order develop an understanding of thermodynamics concepts. Here we present the findings a study that examines student mathematical expressions, including partial derivative two undergraduate courses. Students participated think-aloud interviews and responded set questions involving mixed second derivatives with either abstract symbols or thermodynamic variables. The describe students' ability transfer...

Characterizing how students construct causal mechanistic explanations for chemical phenomena can provide us with important insights into the ways that develop understanding of chemistry concepts. Here, we present two qualitative studies undergraduate general students' reasoning about causes London dispersion forces in nonpolar species such as helium atoms. In first study, used semi-structured interviews to examine verbal and why electrical interactions arise between second, an online...

In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote problem solving order connect their of the macroscopic submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support coordinating information across macroscopic,...

What we emphasize and reward on assessments signals to students what matters us. Accordingly, a great deal of scholarship in chemistry education has focused defining the sorts performances worth assessing. Here, unpack observations made while analyzing "success" meant across three large-enrollment general environments. We observed that enrolled two environments could succeed without ever connecting atomic/molecular behavior how why phenomena happen. These environments, argue, were not really...

Abstract Understanding the energy changes that occur as atoms and molecules interact forms foundation for understanding macroscopic accompany chemical processes. In order to identify ways scaffold students' of connections between atomic–molecular perspectives, we conducted a qualitative study conceptualization potential at level. We used semi‐structured interviews open‐ended surveys explore how students understand use idea explain interactions in simple systems. Findings suggest...

What we as scientists and educators assess has a tremendous impact on whom authorize to participate in science careers. Unfortunately, critical gateway chemistry courses, assessments commonly emphasize reward recall of disaggregated facts or performance (often mathematical) skills. Such an emphasis marginalizes students based their access pre-college math preparation misrepresents the intellectual work chemistry. Here, explore whether assessing more authentic practice (i.e., mechanistic...

Models related to the topic of chemical kinetics are critical for predicting and explaining reactivity. Here we present a qualitative study 15 general chemistry students’ reasoning about method initial rates task. We asked students discuss their understanding terms rate law rate, then analyze concentration data in order construct law. also participants critique laws constructed by hypothetical students. five patterns approach task, ranging from use surface-features, such as stoichiometric...

Abstract The descriptions of muscle pathology in dysferlinopathy patients have classically included an inflammatory infiltrate that can mimic myopathies. Based on over 20 years institutional experience evaluating dystrophic and myopathy biopsies at the University Iowa, we hypothesized histopathology is more similar to limb-girdle pattern muscular dystrophies such as calpainopathy Becker dystrophy, distinct from true Muscle 32 dysferlinopathy, 30 calpainopathy, myopathies (15 each...

Abstract Many conversations surrounding improvement of large‐enrollment college science, technology, engineering & mathematics (STEM) courses focus primarily (or solely) on changing instructional practices. By reducing dynamic, complex learning environments to collections teaching methods, we neglect other meaningful parts a course ecosystem (e.g., curriculum, assessments). Here, advocate extending STEM education reform beyond “active versus passive learning.” We argue communities...

Context.— Primary angiitis of the central nervous system is a rare vasculitis that affects small parenchymal and leptomeningeal vessels in brain spinal cord. As biopsy remains gold standard diagnosis, diagnostic approach to biopsies for well described. However, significant minority (CNS) identify alternative diagnoses. Therefore, it critical be aware spectrum infectious, inflammatory, neoplastic diseases may enter into differential diagnosis potential CNS recognize pathologic patterns...

Anliegen Untersuchung des Phänomens, dass offenbar viele Depressionsfälle von Hausärzten nicht erkannt werden. Methode Auswertung 902 Patientenkontakten auf Anteil konkordanter Diagnosen zwischen Hausarzt und PHQ-D. Analyse der diagnostischen Beurteilung Hausarztes. Ergebnisse Nach PHQ-D lag die Prävalenz Major Depression bei 9 %. Die "Erkennensrate" Hausärzte 45 sahen 2 / 3 im positiven Patienten eine psychische Störung anderer Zuordnung. Schlussfolgerungen stellten psychiatrische Diagnose...

Visual literacy, the ability to interpret and create external representations (ERs), is essential success in biochemistry. Studies have been conducted that describe students' abilities use specific types of ERs. However, a framework for describing ERs derived through naturalistic inquiry biochemistry classrooms has not proposed literature. The Taxonomy Biochemistry External Representations (TOBER) as method classifying used classrooms. Johnstone's domains chemical knowledge extended...

Understanding the nature and purpose of models, including mathematical is critical to enabling undergraduate chemistry students use models predict explain phenomena. However, often do not have systematic conceptions about different kinds models. To gain a sense how understand in general curriculum, we developed survey examine students' reasoning generally some specific contexts within curriculum. The findings suggest that productive ideas what representations are scientific characteristics...

Abstract Developing and using scientific models is an important practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, assessments typically provide students with opportunities to use these predict explain chemical phenomena. However, traditional generally few consider the epistemic nature of process modeling. To gain a sense how introductory understand model changeability, multiplicity, evaluation modeling, we...

Explanations of phenomena in chemistry are grounded discussions particulate-level behavior, but there limitations to focusing on single particles, or as an extension, viewing a group particles displaying uniform behavior. More sophisticated models physical processes evoke considerations related the dynamic nature bulk solutions, which ensemble molecules exists with distribution values that vary respect different parameters (<italic>e.g.</italic>, speed, kinetic energy,...

The alignment of teaching and assessment in chemistry courses is critical for the practice science positive student learning outcomes. This paper addresses how instructors can align what they do class with assessments across topics to improve students' understanding explanations chemical phenomena. We drew on foundations Phenomenon-Based Learning introduce observable events be used as an entry point into causal mechanistic reasoning, essential explanatory scientists. cross-institutional...

Chemical kinetics is an important topic that reinforced across the undergraduate chemistry curriculum, but previous research indicates students tend to have difficulty developing a sophisticated understanding of reaction rate. In this qualitative case study, we characterized how two conceptualized rate in context coordinate diagrams. Analysis involved using knowledge-in-pieces perspective model as coordination class. short, class type concept involves combination inferential net (a group...

Beyond students’ ability to manipulate variables and solve problems, chemistry instructors are also interested in students developing a deeper conceptual understanding of chemistry, that is, engaging the process sensemaking. The concept sensemaking transcends problem-solving focuses on recognizing gap knowledge working construct an explanation resolves this gap, leading them “make sense” concept. Here, we focus adapting applying as framework analyze three groups through collaborative gas law...