Effectiveness of Inquiry-Based Lessons Using Particulate Level Models to Develop High School Students' Understanding of Conceptual Stoichiometry

Autor/inn/en	Kimberlin, Stephanie; Yezierski, Ellen
Titel	Effectiveness of Inquiry-Based Lessons Using Particulate Level Models to Develop High School Students' Understanding of Conceptual Stoichiometry
Quelle	In: Journal of Chemical Education, 93 (2016) 6, S.1002-1009 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b01010
Schlagwörter	Stoichiometry; High School Students; Chemistry; Intervention; Pretests Posttests; Effect Size; Statistical Analysis; Academic Achievement; Grade 11; Grade 12; Professional Development; Misconceptions; College Students; Science Teachers; Quasiexperimental Design; Higher Education; Introductory Courses; Control Groups; Comparative Analysis; College Bound Students; College Readiness; Teaching Methods; Ohio + Suchen Sie Ihr Suchwort? Stöchiometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Statistische Analyse; Schulleistung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Missverständnis; Collegestudent; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students' inaccurate ideas about what is represented by chemical equations and concepts underlying stoichiometry are well documented; however, there are few classroom-ready instructional solutions to help students build scientifically accurate ideas about these topics central to learning chemistry. An intervention (two inquiry-based activities) was developed, piloted, and evaluated with common misconceptions in mind. The intervention was carried out in five sections of a high school chemistry class at a technical career campus, and pre/posttest data using a published instrument were collected to evaluate the intervention's effectiveness in building accurate stoichiometric concepts. Statistically significant growth with a large effect size occurred from pre to posttest demonstrating that the intervention improved conceptual understanding even though there were variations in the intervention delivery, as well as small differences detected between 11th and 12th grade student performance. The study, an action research project carried out by a teacher enrolled in a long-term professional development program, has implications for the value of rigorous materials design and evaluation framed by the chemistry education research literature. Study replication in other classroom contexts would be useful in further validating the learning outcomes of the activities. For practitioners, the activities studied here are free and available online for classroom use. (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