CHED 1531 |
| The studies reported on here explore the quality of students' metacognition regarding how their molecular-level ideas change across a laboratory module on the topic of aqueous solutions, and the students' subsequent use of the relevant ideas in new contexts. Specifically, we will examine the extent to which students' apply correct molecular-level models of aqueous solutions in two new contexts at different times during the semester: (1) the mixing aqueous solutions (immediately following participation in the laboratory module) and (2) colligative properties (at the end of the semester in which they participated in the laboratory module). We will relate students' problem-solving success in these new contexts to the quality of students' reflection on how and why their molecular-level ideas about aqueous solutions changed throughout their participation in the previous laboratory module. We will present results of the analyses of both student laboratory reports and interviews. |
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NSF Catalyzed Innovations in the Undergraduate Curriculum
8:30 AM-11:35 AM, Wednesday, April 9, 2008 Hilton New Orleans Riverside -- Grand Blrm A, Oral
Division of Chemical Education |