Role of low-level blocks in student solutions of stoichiometry problems

CHED 734

Herb Fynewever, herb.fynewever@wmich.edu, Mallinson Institute of Science Education, Western Michigan University, 1903 West Michigan Avenue, Mail Stop 5443, Kalamazoo, MI 49008 and Ozcan Gulacar, gulacaro1@southernct.edu, Department of Chemistry, Southern Connecticut State University, Jennings Hall 343, 501 Crescent Street, New Haven, CT 06515.
We are motivated to study the root causes of student difficulties in solving stoichiometry problems because stoichiometry is simultaneously very complex but yet central to introductory chemistry. To determine what processes students rely on when solving stoichiometry problems, we use a think-aloud protocol, audio recording what students are thinking as they write out their solutions on paper. Transcriptions of the audio recording are examined together with the written solutions to parse out where and how students have difficulties. Low-level blocks, such as unfamiliarity with words used in the problem text play a significant role in derailing student success. We make suggestions for how one might modify instruction and the composition of examination items.
 

Chemistry Education Research
1:30 PM-4:55 PM, Monday, April 7, 2008 Hilton New Orleans Riverside -- Rosedown, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008