Literaturnachweis - Detailanzeige
Autor/inn/en | Dood, Amber J.; Fields, Kimberly B.; Raker, Jeffrey R. |
---|---|
Titel | Using Lexical Analysis to Predict Lewis Acid-Base Model Use in Responses to an Acid-Base Proton-Transfer Reaction |
Quelle | In: Journal of Chemical Education, 95 (2018) 8, S.1267-1275 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Raker, Jeffrey R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0021-9584 |
DOI | 10.1021/acs.jchemed.8b00177 |
Schlagwörter | Science Instruction; College Science; Undergraduate Study; Scientific Concepts; Organic Chemistry; Concept Formation; Formative Evaluation; Models; Undergraduate Students; Teaching Methods; Florida |
Abstract | The Lewis acid-base model is key to identifying and explaining the formation and breaking of bonds in a large number of reaction mechanisms taught in the sophomore-level year-long organic chemistry course. Understanding the model is, thus, essential to success in organic chemistry coursework. Concept-inventories exist to identify misunderstandings and misconceptions of acid-base theories; open-ended problems, though, have been shown to provide a more nuanced and holistic understanding of how students use acid-base models to explain reactions. The time necessary to score such problems, however, limits their use, especially in large student enrollment courses. Given the efficacy of open-ended problems, there is occasion for the development of methods to efficiently and effectively analyze open-ended assessment responses. In this study, we establish the importance of assessing "use of the Lewis acid-base model to explain a chemical reaction" by determining the association of model use with summative examination performance. In addition, we generate and evaluate a binomial logistic regression model based on lexical analysis techniques for predicting Lewis acid-base model use in explanations of an acid-base proton-transfer reaction. Our work results in a predictive model that can be used to score the open-ended problem used in our study. (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 | 2020/1/01 |