CHED 739 |
| Novak's Human Constructivism suggests meaningful learning requires educational experiences across three distinct domains: cognitive, affective and psychomotor. Past research has linked numerous cognitive factors (such as Piagetian Level, M-space or SAT scores) to success in General Chemistry; however the other domains have received less attention. Self-concept, defined as an evaluation of oneself with regards to a particular domain of knowledge, may capture part of the affective domain that is particularly relevant for General Chemistry. This presentation details an investigation of self-concept for a population of General Chemistry students at a medium-size, public, four-year university. Students' self-concept, measured by the Self-Concept Inventory will be described using cluster analysis. Patterns in students' self-concept will then be related to completion of the course (retention) and performance on an ACS exam (success). Teaching implications, including possibilities for enhancing student self-concept and the evaluation of pedagogical reforms, will also be discussed. |
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Chemistry Education Research
1:30 PM-4:55 PM, Monday, April 7, 2008 Hilton New Orleans Riverside -- Rosedown, Oral
Division of Chemical Education |