学生关于“高能键”和ATP的跨学科推理
Students' Interdisciplinary Reasoning about "High-Energy Bonds" and ATP
摘要：
学生对ATP（三磷酸腺苷）和化学键的性质有时相互矛盾的想法已经在生物学和化学教育文献中研究过，但这些主题很少是入门物理课程的一部分。我们目前的定性数据从本科生物学专业的入门物理课程，旨在建立更大的跨学科的连贯性，因此包括这些主题。在这些数据中，学生们努力解决ATP中磷酸键断裂时释放的能量与断裂键所需能量输入之间的明显矛盾。我们看到，学生对每个科学学科如何界定兴趣系统的看法可以影响他们如何证明他们对跨学科主题的推理。这对跨学科教育的愿景产生了影响，该愿景尊重学科观点，同时以展示观点之间一致性的方式将它们带入互动。
英文摘要：
Students' sometimes contradictory ideas about ATP (adenosine triphosphate) and the nature of chemical bonds have been studied in the biology and chemistry education literatures, but these topics are rarely part of the introductory physics curriculum. We present qualitative data from an introductory physics course for undergraduate biology majors that seeks to build greater interdisciplinary coherence and therefore includes these topics. In these data, students grapple with the apparent contradiction between the energy released when the phosphate bond in ATP is broken and the idea that an energy input is required to break a bond. We see that students' perceptions of how each scientific discipline bounds the system of interest can influence how they justify their reasoning about a topic that crosses disciplines. This has consequences for a vision of interdisciplinary education that respects disciplinary perspectives while bringing them into interaction in ways that demonstrate consistency amongst the perspectives.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
