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Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge

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Title: Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge
Language: English
Authors: Pyatt, Kevin
Source: Journal of Technology and Science Education. 2014 4(4):215-227.
Availability: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Peer Reviewed: Y
Page Count: 13
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Higher Education
Postsecondary Education
Descriptors: Chemistry, Computer Software, Equations (Mathematics), Advanced Placement Programs, High School Students, College Science, Computer Assisted Instruction, Regression (Statistics), Science Instruction, Instructional Effectiveness, Mastery Learning, Science Achievement
ISSN: 2014-5349
Abstract: 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.
Abstractor: As Provided
Number of References: 32
Entry Date: 2017
Accession Number: EJ1135491
Database: ERIC
FullText Text:
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  Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
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  Data: 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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      – SubjectFull: Computer Software
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      – SubjectFull: Equations (Mathematics)
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Mastery Learning
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      – SubjectFull: Science Achievement
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      – TitleFull: Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge
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