Use of chemistry software to teach and assess model-based reaction and equation knowledge
This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2014 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2099/16280 |
| Acceso en línea: | https://hdl.handle.net/2099/16280 https://dx.doi.org/10.3926/jotse.110 |
| Access Level: | acceso abierto |
| Palabra clave: | Chemistry--Study and teaching Chemistry--Software. Chemistry Reactions Chemistry teaching Reaction-types Reaction master Química -- Ensenyament secundari Química -- Ensenyament -- Programes d'ordinador Àrees temàtiques de la UPC::Ensenyament i aprenentatge Àrees temàtiques de la UPC::Enginyeria química |
| Sumario: | This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study group A (year 1), N = 14; and study group B (year 2), N = 21. The curriculum for a first-year chemistry course (group A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups. |
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