Use of an organic extraction simulation to improve students' understanding and develop their mental models

CHED 59

Saksri Supasorn, saksri.supasorn@unco.edu1, Jerry P. Suits, jerry.suits@unco.edu2, and Loretta L. Jones1. (1) Department of Chemistry and Biochemistry, University of Northern Colorado, Campus Box 98, Greeley, CO 80639, (2) School of Chemistry, Earth Sciences, and Physics, University of Northern Colorado, Campus Box 98, Greeley, CO 80639
Two versions, caption and narration, of an organic extraction simulation were developed into an instructional module that could help students understand extraction concepts and connect it to the corresponding macroscopic procedural skills needed to perform the real extraction experiment. With instructor permission, 112 students enrolled in the first semester organic chemistry participated in this study. They were randomly assigned to use one of two versions of the simulation. They completed a pretest and a posttest of content knowledge, pre- and post-mental models about extraction, and a spatial ability test (Mental Rotations Test). ANOVA was used to analyze the relationships between types of the simulation (narration or caption) and gain in content knowledge, and spatial ability and gain in content knowledge. A rubric system was created for scoring students' mental model. The effects of prior knowledge and spatial ability toward the development of students' mental model, and the interaction between spatial ability and types of simulation were analyzed. Some students were interviewed regarding their explanations of their mental models. This study was funded by a NSF grant (NSF award 0440103).
 

Research in Chemical Education
1:30 PM-4:55 PM, Sunday, March 25, 2007 McCormick Place North -- Room N227A, Level 2, Oral

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007