Use of chemistry software to teach and assess model-based reaction and equation knowledge
Tipus de documentArticle
Condicions d'accésAccés obert
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.
CitacióPyatt, Kevin. Use of chemistry software to teach and assess model-based reaction and equation knowledge. "JOTSE: Journal of Technology and Science Education", Diciembre 2014, vol. 4, núm. 4, p. 215-227.