元素周期表：一种理解元素周期表的教学模型,Journal of Chemical Education

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元素周期表：一种理解元素周期表的教学模型
Journal of Chemical Education ( IF 2.5 ) Pub Date : 2019-06-04 00:00:00 , DOI: 10.1021/acs.jchemed.8b00740
Matthias Bierenstiel ₁ , Kathy Snow ₂

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元素周期表（PTE）可以说是化学领域最重要的主题之一。本文对PTE当前针对高中生和本科生的教学实践进行了批判性的回顾。它还提供了一种新的教学模式“周期性的宇宙”，以通过建立PTE的基础周期性来理解PTE。通过简单的定期模拟和跨学科过程，学生可以通过指导性的PTE创作来学习。周期性宇宙教学模型指导学生通过预测逐渐挑战性的模拟世界中的模式来概念化而不是记忆化元素之间的关系。此混合方法研究项目包括定量（n = 58）和定性（n= 15）来自大学本科生的回答，证明了基于查询的学习PTE对化学新手的实用性。在此，我们通过概述该模型的功能并在对大专教育背景下的大学生进行实证分析的基础上，说明该模型的功能并说明其有效性，从而将周期-宇宙教学模型定位在当前的探究和跨学科研究教育文献中。结果表明，在使用该模型进行教学后，PTE的知识有所增加，并且非化学专业的学生在使用周期宇宙教学模型时，对化学的周期性重要性的参与度，理解度和认识度都有所提高。

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Periodic Universe: A Teaching Model for Understanding the Periodic Table of the Elements

The Periodic Table of the Elements (PTE) is arguably one of the most central topics in chemistry. This article provides a critical review of current teaching practices of the PTE to high-school students and undergraduate university students. It also provides a new teaching model, the “periodic universe”, for understanding of the PTE through building on its foundational periodicity. Students learn through a guided re-creation of the PTE from simple periodic simulations and interdisciplinary processes. The periodic-universe teaching model directs students to conceptualize, rather than memorize, relationships between the elements by predicting patterns in progressively challenging simulated worlds. This mixed-method research project consists of both quantitative (n = 58) and qualitative (n = 15) responses from university undergraduate students, demonstrating the utility of inquiry-based learning of the PTE for novice chemistry students. Herein, we position the periodic-universe teaching model in the current educational literature of inquiry and interdisciplinary studies by outlining the function of the model and illustrating its effectiveness on the basis of empirical analysis with undergraduate students in a postsecondary-education setting. The results indicate that knowledge of the PTE increases after instruction with the model, and that nonchemistry-major students have increased engagement, understanding, and appreciation of the importance of periodicity to chemistry when presented with the periodic-universe teaching model.

更新日期：2019-06-04

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