CHED 218 |
| Student-centered views of teaching and learning make the fundamental assumption that the student arrives in the classroom with a knowledge and thinking skill set that influences his/her ability to learn new material. Many research studies have found that students often hold naïve ideas, or misconceptions, that are not congruent with what is currently known. Previous research has found that students with greater ability to use higher-order thinking skills display fewer chemical misconceptions. The purpose of this research study was to investigate the relationship between thinking skill ability and coherence in student particulate-level models applied to a chemical concept. A sample of students completed a measure of thinking skill ability and an instrument containing matched questions with varied representations (particulate/macroscopic/symbolic) across different contexts for the targeted chemical concept. Results of this study will be presented. |
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Research in Chemical Education
8:30 AM-11:55 AM, Monday, March 26, 2007 McCormick Place North -- Room N227A, Level 2, Oral
Division of Chemical Education |