Effectiveness of conceptual change focused interactive lecture demonstrations

CHED 1536

Bryan E. Breyfogle, BryanBreyfogle@MissouriState.edu, Department of Chemistry, Missouri State University, 901 S. National Ave., Springfield, MO 65897, Georgianna Saunders, gigisaunders@missouristate.edu, Department of Biology, Missouri State University, 901 S. National Avenue, Springfield, MO 65897, and Crystal Wood, Olathe East High School, 14545 W. 127th Street, Olathe, KS 66062.
This talk describes a study of the effectiveness of conceptual change interactive lecture demonstrations (ILD) in comparison with traditional lecture demonstrations (TLD) and lecture only instruction. Introductory chemistry students completed pre and post tests over two topics, conservation of matter and stoichiometry. All treatments experienced similar improvement on multiple choice assessments. ILD students had greater achievement on free response items about conservation of matter than students in the TLD class. ILD students had greater achievement on free response items about stoichiometry than other students. Classroom observations indicated that ILD students experienced the greatest number of interactive experiences and TLD students had the least. The more interactive experiences in the course; the greater was the improvement on free response assessments. Demonstrations alone did not contribute to achievement on assessments.
 

Introductory Chemistry - Research on Student Learning
8:30 AM-11:35 AM, Wednesday, April 9, 2008 Hilton New Orleans Riverside -- HEC B, Oral

Division of Chemical Education

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