Development of mastery learning modules for general chemistry

CHED 736

Lori Stepan Van Der Sluys, lsv10@psu.edu1, Mary J. Bojan, mjb@chem.psu.edu1, Kelly L. Adams, kla186@psu.edu2, Keith M. Krise, kmk386@psu.edu1, Christin E. Palombo, cup126@psu.edu1, Monica L. Wright3, and Peggy N. Van Meter, pnv1@psu.edu3. (1) Department of Chemistry, The Pennsylvania State University, 210 Whitmore Building, State College, PA 16802, (2) Department of Chemistry, Göteborg University and Penn State University, Kemivagen 10, Göteborg, 41296, Sweden, (3) Department of Educational and School Psychology and Special Education, The Pennsylvania State University, 228 Cedar Building, State College, PA 16802
Active and collaborative learning modules for general chemistry have been designed, piloted and assessed. Design focused on the principles of mastery learning; increased retention, mastery and automaticity of essential topics. Activities were designed to be interactive and peer-centered, address common misconceptions, adapt to multiple learning styles, and emphasize a stepwise, consistent method of problem solving. Activities were specifically designed to be completed in small groups, in contrast to instructor-led activities. Module topics include The Bohr Model of the Hydrogen Atom, Intermolecular Forces, Kinetic Molecular Theory, and Concentration and Dilution.

The modules were piloted in a class consisting of 300 students. Assessment included post-tests to assess mastery and self-concept inventories to assess attitude and interest in chemistry. Results indicate increased retention and mastery of the material, in addition to increased confidence toward chemical concepts. Ongoing research will center on module improvement, further in-depth assessment, and design of new collaborative modules.

 

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