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 |
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| 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 |
| 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. |
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| ISSN: | 2014-5349 |
