Frontiers in Educational Research, 2023, 6(27); doi: 10.25236/FER.2023.062708.
Lou Youxin1, Zhou Haifeng1, Xie Jixun1, Shao Yongliang1, Yu Yangyang2, Zhao Ping1, Hao Xiaopeng1, Wu Yongzhong1
1School of Materials Science and Engineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China
2Office of Educational Administration, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China
The space lattice in the course of Crystallography exhibits a close relationship with the equivalent points and unit cells within crystals. The foundational aspect of deriving a space lattice lies in the conceptual comprehension and precise assessment of equivalent points within crystal cells. However, conventional classroom teaching has only introduced a limited range of simple two-dimensional structural patterns, thereby neglecting the real-structure problems and impeding students' capacity for high order thinking. This study has presented the utilization of flash demonstration and multi-dimensional real crystals as instructional resources, aimed at fostering high order thinking skills. The process and methodology for deriving space lattice were thoroughly discussed. The derivation of the space lattice's three-step method was proposed. Enhancing the construction of classroom quality is beneficial in attaining the teaching objective of fostering high order thinking skills.
Equivalent points, Space lattice, Crystal
Lou Youxin, Zhou Haifeng, Xie Jixun, Shao Yongliang, Yu Yangyang, Zhao Ping, Hao Xiaopeng, Wu Yongzhong. Classroom Teaching Reform and Practice of Space Lattice in the Course of Crystallography. Frontiers in Educational Research (2023) Vol. 6, Issue 27: 41-45. https://doi.org/10.25236/FER.2023.062708.
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