Development and Assessment of a Molecular Structure and Properties Learning Progression

Autor/inn/en	Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z.; Klymkowsky, Michael W.
Titel	Development and Assessment of a Molecular Structure and Properties Learning Progression
Quelle	In: Journal of Chemical Education, 89 (2012) 11, S.1351-1357 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed300083a
Schlagwörter	Chemistry; Molecular Structure; Secondary School Science; High Schools; College Science; Undergraduate Study; Science Instruction; Scientific Concepts; Concept Formation; Learning Strategies; College Students + Suchen Sie Ihr Suchwort? Chemie; High school; Oberschule; Grundstudium; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent
Abstract	Previously, we found that: (i) many students were unable to construct representations of simple molecular structures; (ii) a majority of students fail to make the important connection between these representations and macroscopic properties of the material; and (iii) they were unable to decode the information contained in such representations. Assuming that lack of an understanding of the purpose of such representations inhibited students' meaningful learning, we have worked to address this "representation problem" explicitly in the context of a novel introductory general chemistry curriculum: Chemistry, Life, the Universe, and Everything (CLUE). CLUE includes a learning progression to help students master the relationships between molecular structure and bulk properties. Two methods were used to assess student learning: OrganicPad, a tablet-PC program that can recognize, record, and grade student free-form naturalistic structure drawings; and the Implicit Information from Lewis Structures Instrument (IILSI), a validated survey that asks students to identify the kinds of information they believe can be deduced from Lewis structures. A comparison of two statistically equivalent cohorts of students revealed that CLUE students show marked improvements (effect size, r = 0.6), over control students in their ability to construct structures. CLUE students were also significantly better at decoding the information that these structures contain. We present evidence that the improvements observed are due to the design and implementation of the specific learning progression rather than instructor effects. (Contains 4 figures.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10