An Explanative Basis for the Differential Performance of Students with Low Math Aptitude in General Chemistry

Autor/inn/en	Ralph, Vanessa R.; Lewis, Scott E.
Titel	An Explanative Basis for the Differential Performance of Students with Low Math Aptitude in General Chemistry
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 3, S.570-593 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ralph, Vanessa R.) ORCID (Lewis, Scott E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c9rp00068b
Schlagwörter	At Risk Students; Chemistry; Science Achievement; Mathematics Skills; Stoichiometry; College Science; Mathematical Aptitude; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Chemie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Stöchiometrie; Concept learning; Begriffsbildung
Abstract	Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to "why" such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond multiplication or division, and at-risk students who achieved proficiency with the mole concept and stoichiometry had no noticeable gaps in academic chemistry performance when compared to students scoring in the top three quartiles of math aptitude. Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry. Three hundred and forty-eight students responded to all survey prompts with 101 identified as at-risk. Findings suggest that while all students were observed to struggle in the conceptualization of the algorithms by which they execute solution processes, not-at-risk chemistry students were more likely to achieve correct answers via chemically implausible solution pathways. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01