Scaffolding learning from molecular visualizations     

Hsin‐Yi Chang  Marcia C. Linn 《科学教学研究杂志》2013,50(7):858-886

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The effectiveness of problem-based learning on teaching the first law of thermodynamics     

Erdal Tatar  Münir Oktay 《Research in Science & Technological Education》2013,31(3):315-332

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment.

Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL.

Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey.

Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests.

Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning.

Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.  相似文献   

变质量粒子系统的统计热力学公式     

李晶骅周乐明  彭光雄 《十堰职业技术学院学报》2000,13(2):5-9

利用系综理论的一般原理,我们推导了变质量粒子系统的统计热力学公式。我们发现,由于粒子的质量艰密度相关,压强的表达式中将比通常的形式多出一项。然而,该项并不在能量的表达式中出现。应用新的热力学公式,我们计算奇异夸克物质的态方程,得到十分合理的结果。  相似文献   

热力学第二定律的统计意义     

姚恺  陈新 《新乡师范高等专科学校学报》2000,14(4):39-41

势力学第二定律具有极广泛和深远的意义。本文从几率概含入手讨论热力学第二定律的微观本质。  相似文献   

微溶硫化物溶解性的热力学分析和相律分析     

陈文生  曹熙芳 《培训与研究》2005,22(5):1-3

本文以一种新的视角，即热力学的角度讨论了定性分析中硫化物溶解性的差异，从而从理论上说明了系统分析中的分离依据，并用相律分析了影响硫化物沉淀平衡的各种因素。  相似文献   

无机离子性盐类溶解性的热力学研究     

陈养民  陈经涛  王建军  张静  贾光锋 《陕西教育学院学报》2006,22(2):88-92

离子性盐类溶解性的问题是无机化学教学中的一个难点,一般运用离子极化和化学键理论予以定性的解释,过于粗浅;运用化学热力学的方法就离子性盐类溶解性的问题进行分析研究,从宏观上定量的或半定量的分析讨论,可以引导学生将宏观的热力学数据与微观的结构因素联系起来,从而使学生对离子性盐类溶解性的问题有比较深刻的理解,其效果远比只从微观所作的定性解释更能令人信服。  相似文献   

过氧化钠与一氧化氮、二氧化氮反应探究     

王小勇 《零陵学院学报》2001,(3)

通过实验证明ＮＯ、ＮＯ２均能与Ｎａ２Ｏ２直接反应，并从化学热力学角度进行了分析  相似文献   

热力学熵概念教学浅谈     

李文略 《湖北广播电视大学学报》2008,28(7):119-120

热力学熵[1]的概念是抽象的,初学者要较好的掌握该概念是比较困难的。笔者结合多年的教学经验认为,应从本文中的四个方面入手进行教学,引导学生构建热力学熵的概念。  相似文献   

非平衡态热力学在环境岩土工程中的应用     

胡亚元 《丽水学院学报》2008,30(5):34-38

根据内变量的概念与质量、动量、能量和熵衡算方程,利用Gibbs局部平衡原理,获得化学、扩散、热传导过程均存在时材料的熵流和熵产,把Ziegler所提出的能量耗散广义正交原理量从一般固体的粘塑性领域推广到存在化学、扩散、热传导和力学现象相互作用的多孔介质领域,统一了粘性理论和塑性理论,建立了包括化学、扩散方程、热传导和力学过程的单相多组分和多相多组分两类介质模型的一般本构理论。  相似文献   

关于热力学第三定律的思考     

李效民 《商丘职业技术学院学报》2008,7(5):61-62

对于完美晶体，不仅是电池反应，还有简单的状态变化、电场、磁场变化、相变及化学变化等一切等温度变化，反应热和化学亲合势在温度下降时趋于一致．不可能通过有限的循环过程，使物体冷到绝对零度．  相似文献