INVESTIGATION OF STUDENT ATTITUDES AND UNDERSTANDING IN GENERAL CHEMISTRY Rachel Egdorf and Dr....
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INVESTIGATION OF STUDENT ATTITUDES AND UNDERSTANDING IN GENERAL CHEMISTRY Rachel Egdorf and Dr. Roslyn M. Theisen Department of Chemistry, University of Wisconsin- Eau Claire Department of Chemistry, University of Wisconsin at Eau Claire (UW-EC) April Bleske-Rechek (UW-EC. Psychology) Consultant on Data Analysis Funding Sources: UWEC Office of Research and Sponsored Programs, UWEC Blugold Fellowship Program (REE), Office of Professional and Instructional Development, Wisconsin Teaching Fellows and Scholars Program 2012-2013 and the Office of the Provost at UW-EC (RMT) Abstract This research project is to study the effect of adding one inquiry-based laboratory experiment, in place of a traditional verification "cookbook" laboratory experiment, on student attitudes and understanding on the subject of stoichiometry in the first semester General Chemistry. The goal of this study is two-fold; the first is to gather information about the impact of a guided inquiry laboratory experiment on students learning and the second is to gather information regarding student attitudes towards the subject of chemistry. The guided inquiry laboratory experiment and attitude surveys are intended to benefit student learning in the future and also assist in fostering positive attitudes for the sciences. Determining what the students gain from the guided inquiry laboratory experiment will help us to determine whether we should incorporate similar types of guided inquiry laboratory activities into other laboratory courses. What is stoichiometry? Stoichiometry is the quantitative study of reactants and products in a chemical reaction. The basic question raised in the chemical laboratory is “How much product will be formed from a specific amount of starting materials?” Stoichiometry is the one of the most important and challenging concepts for students to master in first- year General Chemistry because it requires a good understanding of math and chemistry. For many students, it takes practice to master this important concept. The Lab The inquiry-based lab experiment The Reaction of Zinc and Iodine 6 asks students to answer the following two questions: when 0.40 grams of Zn solid reacts with 0.40 g iodine solid. What is the product ? And how much is formed? Zn(s) + I 2 (s) ?? Background Inquiry-based labs provide a better learning experience for students but are used by a small number (about 8%) of institutions, many of them small in size. 1 Student-focused active learning and guided design have been used effectively to hold students accountable for learning, although most instructors contend that such approaches are often challenging in large enrollment courses. 1 Inquiry-based laboratory experiments are more closely related to what a chemists really do and really how they think 2 and provide a more meaningful learning experience. 1 Attitude to chemistry is an important mental construct that may affect and be affected by student learning behaviors. 3 References: 1. Bopegedera, A. M. R. P. “Putting the Laboratory at the Center of Teaching Chemistry” J. Chem. Ed. 2011, 88, 443-448. 2. Gravelle, S. and Fisher, M. A. “Signature Pedagogies in Chemistry” In Exploring More Signature Pedagogies; Chick, N.; Haynie, A.; and Gurung, R. A. R., Eds.; Stylus, Sterling, VA, 2012; Chapter 9, pp 112-125. 3. Bauer, C. “Attitude towards Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts” J. Chem. Ed. 2008, 85, 1440-1445. ASCI instrument 4. Xu, X. and Lewis, J.A. “Refinement of a Chemistry Attitude Measure for College Students” J. Chem. Ed. 2011, 88, 561-568. ASCI rev. 5. Bauer, C. “Beyond “Student Attitudes”: Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning.” J. Chem. Ed. 2005, 82, 1864-1870. CSCI instrument 6. DeMeo, S. “Synthesis of Zinc Iodide Revisited” J. Chem. Ed. 2003, 80, 796-798.; DeMeo, S. “Synthesis and Decomposition of Zinc Iodide” J. Chem. Ed. 1995, 72, 836-839.; University of Wisconsin – Eau Claire Chemistry 103 lab manual, Fall 2012. Timeline of events in the research study EVENT: Pretest Survey Stoichiometry Lab Conceptual Quiz Exam #2 Final Exam Posttest Lab Survey PURPOSE: Prior Attitude Treatment Short Term Understanding Short Term Calculation Long Term Calculation Long Term Attitude and Calculation Assessment Inquiry Control Stoichiometry Quiz 43 Successful – 86% 44 Successful – 88% Exam #2 36 Successful – 72% 22 Successful – 42% Final 19 Successful – 38% 22 Successful – 42% Lab 46 Successful – 92% 42 Successful – 84% • Both the inquiry and control groups had 50 students. • All students had the same lecture and lab instructor. • Success was above 80% for Stoichiometry Quiz, Exam 2, and Final. • The conceptual stoichiometry quiz and final exam scores were similar in both groups. • Exam #2 scores were significantly different between the two groups indicating short-term gain of understanding after completing the inquiry lab. Details on attitude surveys and evidence for student learning Before traditional and intervention experiment, two surveys (pre-test), were given to all students on their attitude on the subject of chemistry using validated and tested for reliability surveys called the Chemistry Self–Concept Inventory (CSCI) 5 and Attitude toward the Subject of Chemistry Inventory (ASCI). 3,4 These pre-test studies were given to students to guarantee that students in the two groups were similar before they participated in either the control or intervention group of lab. This was required because when students enrolled in the course, groups were not randomly assigned. After the stoichiometry experiment, we quantitatively assessed understanding and learning of stoichiometry on both groups by giving a concept quiz (one week after the experiment), a midterm exam with four stoichiometry exam questions (two weeks later), and final exam with four questions (six weeks later) on stoichiometry to see if any patterns existed between the intervention and control groups. At the end of the semester, a survey asked students about their attitude towards laboratory components as a whole. This was conducted after all laboratory experiments have been completed and did not ask about the stoichiometry lab experiment exclusively. Results: Assessment of Student Learning Posttest Lab Survey on Student Attitudes The Posttest Survey asked students which labs over the semester they remembered the best and which lab was most helpful in learning the lecture material. The survey also asked students questions that tested their stoichiometry knowledge. When asked which labs over the semester were most helpful, students responded: • “The stoichiometry lab really helped me to understand the lecture discussions and topics we were learning. They helped me to understand them better by doing it hands on. • “The stoichiometry lab was most helpful because they directly related to what we were learning in class at the time.” • “The stoichiometry labs were most helpful. Lecture introduced us to stoichiometry and so it was easier to understand when we got to lab.” Future studies Ideas for future studies include: • Having students take the same attitude survey pre and posttest to monitor any significant attitude changes after a particular experiment or over the course of the semester. • Conduct the experiment again with either high school students or upper level college chemistry students. • Incorporate more free thinking labs (inquiry), instead of just one lab. • Compare our results to the results of Physics and Biology labs that can be taught in a free thinking or traditional method. Any other ideas are welcome! Data Analysis Methods Using IBM SPSS Statistics, a software package used for statistical analysis, we will use the common statistical Alpha and T tests to make sure our data is statistically relevant. These tests are used to determine if the data from two separate tests are significantly different from each other. This information is important when analyzing our pretest and posttest data, as well as, the assessment data from student learning . Pre-test Attitude Surveys: ASCI and CSCI Survey 2: 40-question Chemistry Self-Concept Inventory (CSCI) 5 asked questions which dealt with how students feel about math, chemistry, lab courses, and school in general. There were also a few questions which asked students about their imagination, problem solving abilities, how they think they learn best, and how they know when they truly understand a concept. Acknowledgements Survey 1: Eight-item Attitude toward Chemistry Survey Inventory (ASCI) 3,4
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Transcript of INVESTIGATION OF STUDENT ATTITUDES AND UNDERSTANDING IN GENERAL CHEMISTRY Rachel Egdorf and Dr....
INVESTIGATION OF STUDENT ATTITUDES AND UNDERSTANDING IN GENERAL CHEMISTRY Rachel Egdorf and Dr. Roslyn M. TheisenDepartment of Chemistry, University of Wisconsin- Eau Claire
Department of Chemistry, University of Wisconsin at Eau Claire (UW-EC)
April Bleske-Rechek (UW-EC. Psychology) Consultant on Data Analysis
Funding Sources: UWEC Office of Research and Sponsored Programs, UWEC Blugold Fellowship Program (REE), Office of Professional and Instructional Development, Wisconsin Teaching Fellows and Scholars Program 2012-2013 and the Office of the Provost at UW-EC (RMT)
AbstractThis research project is to study the effect of adding one inquiry-based laboratory experiment, in place of a traditional verification "cookbook" laboratory experiment, on student attitudes and understanding on the subject of stoichiometry in the first semester General Chemistry. The goal of this study is two-fold; the first is to gather information about the impact of a guided inquiry laboratory experiment on students learning and the second is to gather information regarding student attitudes towards the subject of chemistry. The guided inquiry laboratory experiment and attitude surveys are intended to benefit student learning in the future and also assist in fostering positive attitudes for the sciences. Determining what the students gain from the guided inquiry laboratory experiment will help us to determine whether we should incorporate similar types of guided inquiry laboratory activities into other laboratory courses.
What is stoichiometry? Stoichiometry is the quantitative study of reactants and products in a chemical reaction. The basic question raised in the chemical laboratory is “How much product will be formed from a specific amount of starting materials?”
Stoichiometry is the one of the most important and challenging concepts for students to master in first-year General Chemistry because it requires a good understanding of math and chemistry. For many students, it takes practice to master this important concept.
The LabThe inquiry-based lab experiment The Reaction of Zinc and Iodine6 asks students to answer the following two questions: when 0.40 grams of Zn solid reacts with 0.40 g iodine solid. What is the product ? And how much is formed?
Zn(s) + I2(s) ??
BackgroundInquiry-based labs provide a better learning experience for students but are used by a small number (about 8%) of institutions, many of them small in size.1
Student-focused active learning and guided design have been used effectively to hold students accountable for learning, although most instructors contend that such approaches are often challenging in large enrollment courses.1
Inquiry-based laboratory experiments are more closely related to what a chemists really do and really how they think 2 and provide a more meaningful learning experience.1
Attitude to chemistry is an important mental construct that may affect and be affected by student learning behaviors. 3
References:1. Bopegedera, A. M. R. P. “Putting the Laboratory at the Center of Teaching Chemistry” J. Chem. Ed. 2011, 88, 443-448.2. Gravelle, S. and Fisher, M. A. “Signature Pedagogies in Chemistry” In Exploring More Signature Pedagogies; Chick, N.; Haynie, A.; and Gurung, R. A. R.,
Eds.; Stylus, Sterling, VA, 2012; Chapter 9, pp 112-125.3. Bauer, C. “Attitude towards Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts” J. Chem. Ed. 2008, 85, 1440-1445. ASCI
instrument4. Xu, X. and Lewis, J.A. “Refinement of a Chemistry Attitude Measure for College Students” J. Chem. Ed. 2011, 88, 561-568. ASCI rev.5. Bauer, C. “Beyond “Student Attitudes”: Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning.” J. Chem. Ed.
2005, 82, 1864-1870. CSCI instrument6. DeMeo, S. “Synthesis of Zinc Iodide Revisited” J. Chem. Ed. 2003, 80, 796-798.; DeMeo, S. “Synthesis and Decomposition of Zinc Iodide” J. Chem. Ed. 1995,
72, 836-839.; University of Wisconsin – Eau Claire Chemistry 103 lab manual, Fall 2012.
Timeline of events in the research studyEVENT: Pretest Survey Stoichiometry Lab Conceptual Quiz Exam #2 Final Exam Posttest Lab
Survey
PURPOSE: Prior Attitude Treatment Short Term Understanding
Short Term Calculation
Long Term Calculation
Long Term Attitude and Calculation
Assessment Inquiry Control
Stoichiometry Quiz 43 Successful – 86% 44 Successful – 88%
Exam #2 36 Successful – 72% 22 Successful – 42%
Final 19 Successful – 38% 22 Successful – 42%
Lab 46 Successful – 92% 42 Successful – 84%
• Both the inquiry and control groups had 50 students.• All students had the same lecture and lab instructor.• Success was above 80% for Stoichiometry Quiz, Exam 2, and Final. • The conceptual stoichiometry quiz and final exam scores were similar
in both groups. • Exam #2 scores were significantly different between the two groups
indicating short-term gain of understanding after completing the inquiry lab.
Details on attitude surveys and evidence for student learning
Before traditional and intervention experiment, two surveys (pre-test), were given to all students on their attitude on the subject of chemistry using validated and tested for reliability surveys called the Chemistry Self–Concept Inventory (CSCI)5 and Attitude toward the Subject of Chemistry Inventory (ASCI).3,4 These pre-test studies were given to students to guarantee that students in the two groups were similar before they participated in either the control or intervention group of lab. This was required because when students enrolled in the course, groups were not randomly assigned. After the stoichiometry experiment, we quantitatively assessed understanding and learning of stoichiometry on both groups by giving a concept quiz (one week after the experiment), a midterm exam with four stoichiometry exam questions (two weeks later), and final exam with four questions (six weeks later) on stoichiometry to see if any patterns existed between the intervention and control groups.
At the end of the semester, a survey asked students about their attitude towards laboratory components as a whole. This was conducted after all laboratory experiments have been completed and did not ask about the stoichiometry lab experiment exclusively.
Results: Assessment of Student Learning Posttest Lab Survey on Student AttitudesThe Posttest Survey asked students which labs over the semester they remembered the best and which lab was most helpful in learning the lecture material. The survey also asked students questions that tested their stoichiometry knowledge.
When asked which labs over the semester were most helpful, students responded:• “The stoichiometry lab really helped me to understand the lecture
discussions and topics we were learning. They helped me to understand them better by doing it hands on.
• “The stoichiometry lab was most helpful because they directly related to what we were learning in class at the time.”
• “The stoichiometry labs were most helpful. Lecture introduced us to stoichiometry and so it was easier to understand when we got to lab.”
Future studies Ideas for future studies include:• Having students take the same attitude survey pre and posttest to
monitor any significant attitude changes after a particular experiment or over the course of the semester.
• Conduct the experiment again with either high school students or upper level college chemistry students.
• Incorporate more free thinking labs (inquiry), instead of just one lab.• Compare our results to the results of Physics and Biology labs that
can be taught in a free thinking or traditional method.Any other ideas are welcome!
Data Analysis Methods Using IBM SPSS Statistics, a software package used for statistical analysis, we will use the common statistical Alpha and T tests to make sure our data is statistically relevant.
These tests are used to determine if the data from two separate tests are significantly different from each other.
This information is important when analyzing our pretest and posttest data, as well as, the assessment data from student learning .
Pre-test Attitude Surveys: ASCI and CSCI
Survey 2: 40-question Chemistry Self-Concept Inventory (CSCI)5 asked questions which dealt with how students feel about math, chemistry, lab courses, and school in general. There were also a few questions which asked students about their imagination, problem solving abilities, how they think they learn best, and how they know when they truly understand a concept.
Acknowledgements
Survey 1: Eight-item Attitude toward Chemistry Survey Inventory (ASCI)3,4
