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USE OF CHEMISTRY SOFTWARE TO TEACH AND ASSESS MODEL-BASED REACTION AND EQUATION KNOWLEDGE

Journal Name:

  • Journal of Technology and Science Education

Publication Year:

  • 2014
DOI: 
htp://dx.doi.org/10.3926/jotse.110

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study investgated the challenges students face when learning chemical reactons in a frst-year chemistry course and the efectveness of a curriculum and sofware implementaton that was used to teach and assess student understanding of chemical reactons and equatons. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes partcipated, referred to here as study group A (year 1), N = 14; and study group B (year 2), N = 21. The curriculum for a frst-year chemistry course (group A) was revised to include instructon on reacton-types. The second year of the study involved the creaton and implementaton of a sofware soluton which promoted mastery learning of reacton-types. Students in both groups benefted from the reacton-type curriculum and achieved profciency in chemical reactons and equatons. The fndings suggest there was an added learning beneft to using the reacton-type sofware soluton. This study also found that reacton knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reacton knowledge signifcantly predicted chemistry achievement for both groups.
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