Οι αντιληπτές ικανότητες και η δηλωτική γνώση προπτυχιακών φοιτητών Χημείας ως προς μερικές βασικές πλευρές και Εννοιες της φασματοσκοπίας. Mία προτεινόμενη διδακτική αναλογία για τη διακριτική ικανότητα ενός φασματομέτρου.
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Ημερομηνία
Συγγραφείς
Σταμπουλή, Όλγα
Τίτλος Εφημερίδας
Περιοδικό ISSN
Τίτλος τόμου
Εκδότης
Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας
Περίληψη
Τύπος
Είδος δημοσίευσης σε συνέδριο
Είδος περιοδικού
Είδος εκπαιδευτικού υλικού
Όνομα συνεδρίου
Όνομα περιοδικού
Όνομα βιβλίου
Σειρά βιβλίου
Έκδοση βιβλίου
Συμπληρωματικός/δευτερεύων τίτλος
Περιγραφή
Spectroscopic methods for determining and analyzing molecular structure are part of all sectors of Chemistry, such as inorganic, organic, analytical, and physical chemistry, both in undergraduate and graduate curricula in Chemistry departments and related sciences. Despite their widespread use, the significance of spectroscopic methods in analysis, and the complexity of the related concepts, studies on spectroscopy in the education literature have only recently begun to emerge. Many researchers and educators in chemical education have therefore focused on the benefits of analyzing and interpreting UV, IR, and NMR spectra. This results in allowing students to more easily analyze a spectrum in terms of molecular parameters and ultimately molecular structures, while they struggle to understand basic concepts and characteristics of spectroscopy, such as spectroscopic analytical/discriminatory capability. For this reason, the purpose of this research was to address further fundamental issues underlying spectroscopy that are not easily perceived by students. Initially, the students' perceptions regarding their knowledge of various aspects of spectroscopy are presented, such as their level of understanding of the basic concepts of UV, IR, NMR, and MS. Additionally, the declarative knowledge of students regarding the basic concepts and characteristics of spectroscopy is being examined, and the results show that mass spectrometry is considered the least understood method, while IR is regarded as the best understood. Students believe that their ability to identify the spectroscopic method used to obtain a spectrum is relatively satisfactory, as is their ability to extract information from the spectrum, although to a lesser extent. The students assess their understanding of the differences between the four spectroscopic methods as moderate. While, regarding the declarative knowledge of students about the basic concepts and characteristics of spectroscopy, such as the physical significance of "wavenumber" in IR spectroscopy, "ppm" in NMR spectroscopy, the "concept of integration," and the "resolution" of a spectrometer, the analysis of students' responses yielded results that were primarily disappointing. Finally, in order for the above concepts to be better understood by the students, a teaching intervention is proposed. The teaching intervention was carried out by the instructor Mr. Ioannis Gerothanasis, regarding the concepts: wave number, ppm, completion, and a teaching analogy was used for a better understanding of the 'resolution' of a spectrometer. The ratio is between the most advanced international optical telescope (the Gran Telescopio Canarias) and the NMR spectrometer with the highest resolution (the AVANCE 1000).
Περιγραφή
Λέξεις-κλειδιά
Διδακτική της Χημείας, Θεμελιώδεις έννοιες Φασματοσκοπίας
Θεματική κατηγορία
Παραπομπή
Σύνδεσμος
Γλώσσα
el
Εκδίδον τμήμα/τομέας
Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείας
Όνομα επιβλέποντος
Γεροθανάσης, Ιωάννης
Εξεταστική επιτροπή
Τσαπαρλής, Γεώργιος
Σίσκος, Μιχαήλ
Γεροθανάσης, Ιωάννης
Σίσκος, Μιχαήλ
Γεροθανάσης, Ιωάννης
Γενική Περιγραφή / Σχόλια
Ίδρυμα και Σχολή/Τμήμα του υποβάλλοντος
Πανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών
Τμήμα Χημείας
Τμήμα Χημείας
Πίνακας περιεχομένων
Χορηγός
Βιβλιογραφική αναφορά
Ονόματα συντελεστών
Αριθμός σελίδων
Λεπτομέρειες μαθήματος
item.page.endorsement
item.page.review
item.page.supplemented
item.page.referenced
Άδεια Creative Commons
Άδεια χρήσης της εγγραφής: Attribution-NonCommercial-NoDerivs 3.0 United States