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Facilitating Conceptual Learning in ...

Johnson, Sarah Rebecca.

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Facilitating Conceptual Learning in Quantitative Chemistry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Facilitating Conceptual Learning in Quantitative Chemistry./
Author:	Johnson, Sarah Rebecca.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	121 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10142788
ISBN:	9781339980546

Facilitating Conceptual Learning in Quantitative Chemistry.
Johnson, Sarah Rebecca.

Facilitating Conceptual Learning in Quantitative Chemistry. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 121 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.S.)--East Tennessee State University, 2016.

Traditional chemistry laboratory courses have a manual consisting of "step-by-step" experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared to the traditional manual (0.600 average difficulty). T-test showed significant difference between item difficulty, p = 0.029. Using null hypotheses, the new laboratory manual led to an increase in students' conceptual knowledge and research skills. They were able to use their knowledge and skills to successfully solve real-world related problems.

ISBN: 9781339980546Subjects--Topical Terms:

521340
Science education.

Facilitating Conceptual Learning in Quantitative Chemistry.
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520 $a Traditional chemistry laboratory courses have a manual consisting of "step-by-step" experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared to the traditional manual (0.600 average difficulty). T-test showed significant difference between item difficulty, p = 0.029. Using null hypotheses, the new laboratory manual led to an increase in students' conceptual knowledge and research skills. They were able to use their knowledge and skills to successfully solve real-world related problems.
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