Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 2032-2054 |
| Seitenumfang | 23 |
| Fachzeitschrift | International Journal of Science Education |
| Jahrgang | 42 |
| Ausgabenummer | 12 |
| Publikationsstatus | Veröffentlicht - 12 Aug. 2020 |
| Extern publiziert | Ja |
Abstract
and students differ in terms of their problem-solving skills. Experts in a domain are fluent in the use of different resources to solve domain-specific problems, whereas students stumble when using formulas, devices, or measurement methods. In most cases, the students are not aware if and why the resources are appropriate to solve the given problem. To acquire expertise in a domain, it is necessary to become fluent in the domain-specific resources. This means being aware of various resources and how they can be used reflectively in problem solving. In this study, we investigated how students’ awareness of various domain-specific resources developed within minimally guided, authentic research projects in an undergraduate materials chemistry course that focuses on crystal structures and its characterisation. By monitoring participants’ problem solving through audio-diaries and in-depth qualitative interview data, we examined to what extent their awareness of domain-specific resources developed. We further characterised productive moments of failure and uncertainty during students’ problem-solving processes that influenced their awareness. Thick descriptions of these moments facilitate understanding of how students’ awareness develops in a minimally guided, authentic learning environment and how students can become fluent in a given domain.
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in: International Journal of Science Education, Jahrgang 42, Nr. 12, 12.08.2020, S. 2032-2054.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - How do students become experts? An in-depth study on the development of domain-specific awareness in a materials chemistry course
AU - Lenzer, Stefanie
AU - Smarsly, Bernd
AU - Graulich, Nicole
N1 - Publisher Copyright: © 2020 Informa UK Limited, trading as Taylor & Francis Group. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/8/12
Y1 - 2020/8/12
N2 - The need to develop clean-energy storage systems, harvesting technologies, and new functional materials are but a few of the many contemporary challenges in the domain of science today. To address these challenges, problem solving has become a key skill of the 21st century. It is generally documented, however, that expertsand students differ in terms of their problem-solving skills. Experts in a domain are fluent in the use of different resources to solve domain-specific problems, whereas students stumble when using formulas, devices, or measurement methods. In most cases, the students are not aware if and why the resources are appropriate to solve the given problem. To acquire expertise in a domain, it is necessary to become fluent in the domain-specific resources. This means being aware of various resources and how they can be used reflectively in problem solving. In this study, we investigated how students’ awareness of various domain-specific resources developed within minimally guided, authentic research projects in an undergraduate materials chemistry course that focuses on crystal structures and its characterisation. By monitoring participants’ problem solving through audio-diaries and in-depth qualitative interview data, we examined to what extent their awareness of domain-specific resources developed. We further characterised productive moments of failure and uncertainty during students’ problem-solving processes that influenced their awareness. Thick descriptions of these moments facilitate understanding of how students’ awareness develops in a minimally guided, authentic learning environment and how students can become fluent in a given domain.
AB - The need to develop clean-energy storage systems, harvesting technologies, and new functional materials are but a few of the many contemporary challenges in the domain of science today. To address these challenges, problem solving has become a key skill of the 21st century. It is generally documented, however, that expertsand students differ in terms of their problem-solving skills. Experts in a domain are fluent in the use of different resources to solve domain-specific problems, whereas students stumble when using formulas, devices, or measurement methods. In most cases, the students are not aware if and why the resources are appropriate to solve the given problem. To acquire expertise in a domain, it is necessary to become fluent in the domain-specific resources. This means being aware of various resources and how they can be used reflectively in problem solving. In this study, we investigated how students’ awareness of various domain-specific resources developed within minimally guided, authentic research projects in an undergraduate materials chemistry course that focuses on crystal structures and its characterisation. By monitoring participants’ problem solving through audio-diaries and in-depth qualitative interview data, we examined to what extent their awareness of domain-specific resources developed. We further characterised productive moments of failure and uncertainty during students’ problem-solving processes that influenced their awareness. Thick descriptions of these moments facilitate understanding of how students’ awareness develops in a minimally guided, authentic learning environment and how students can become fluent in a given domain.
KW - Higher education
KW - case study
KW - domain-specific awareness
KW - problem solving
UR - http://www.scopus.com/inward/record.url?scp=85089727770&partnerID=8YFLogxK
U2 - 10.1080/09500693.2020.1810355
DO - 10.1080/09500693.2020.1810355
M3 - Article
VL - 42
SP - 2032
EP - 2054
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 12
ER -