Historical Analysis of the Inorganic Chemistry Curriculum Using ACS Examinations as Artifacts
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| Title: | Historical Analysis of the Inorganic Chemistry Curriculum Using ACS Examinations as Artifacts |
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| Language: | English |
| Authors: | Srinivasan, Shalini, Reisner, Barbara A. (ORCID |
| Source: | Journal of Chemical Education. May 2018 95(5):726-733. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Inorganic Chemistry, Science Instruction, Spatial Ability, College Science, Science Tests, Test Items, Science Education History, Models, Course Content, Undergraduate Study, College Faculty |
| DOI: | 10.1021/acs.jchemed.7b00803 |
| ISSN: | 0021-9584 |
| Abstract: | ACS Examinations provide a lens through which to examine historical changes in topic coverage via analyses of course-specific examinations. This study is an extension of work completed previously by the ACS Exams Research Staff and collaborators in general chemistry, organic chemistry, and physical chemistry to explore content changes in the principal courses of the postsecondary chemistry curriculum. In this study, we consider how inorganic chemistry content coverage has varied over a 55-year period since the first inorganic chemistry ACS Examination was released in 1961. A total of 860 items was evaluated on the basis of problem type (i.e., algorithmic, conceptual, or recall), use of visual-spatial or reference components, and content coverage. Our analyses identify core content areas in the inorganic chemistry curriculum, consistent with those reported in faculty surveys. Each examination also contained questions addressing a variety of specialty areas that vary widely within the discipline between 1961 and 2016. Unlike the results from historical reviews of general chemistry and organic chemistry ACS Examinations, we observe great variability across the 13 inorganic chemistry examinations with an absence of strong trends in inclusion or exclusion of problem types, visual-spatial or reference components, or content across the 13 exams analyzed. Our results offer a framework for using historical ACS Examinations as a tool to make decisions about the future of content coverage in postsecondary inorganic chemistry education. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2018 |
| Accession Number: | EJ1178682 |
| Database: | ERIC |
| Abstract: | ACS Examinations provide a lens through which to examine historical changes in topic coverage via analyses of course-specific examinations. This study is an extension of work completed previously by the ACS Exams Research Staff and collaborators in general chemistry, organic chemistry, and physical chemistry to explore content changes in the principal courses of the postsecondary chemistry curriculum. In this study, we consider how inorganic chemistry content coverage has varied over a 55-year period since the first inorganic chemistry ACS Examination was released in 1961. A total of 860 items was evaluated on the basis of problem type (i.e., algorithmic, conceptual, or recall), use of visual-spatial or reference components, and content coverage. Our analyses identify core content areas in the inorganic chemistry curriculum, consistent with those reported in faculty surveys. Each examination also contained questions addressing a variety of specialty areas that vary widely within the discipline between 1961 and 2016. Unlike the results from historical reviews of general chemistry and organic chemistry ACS Examinations, we observe great variability across the 13 inorganic chemistry examinations with an absence of strong trends in inclusion or exclusion of problem types, visual-spatial or reference components, or content across the 13 exams analyzed. Our results offer a framework for using historical ACS Examinations as a tool to make decisions about the future of content coverage in postsecondary inorganic chemistry education. |
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| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.7b00803 |
