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1
Jenkins, Dave A. "Teaching First-Semester General Chemistry Using 3D Video Games following an Atoms First Approach to Chemistry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248376/.
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The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.
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Ladhams, Zieba Meagan. "Teaching and learning about reaction mechanisms in organic chemistry." University of Western Australia. School of Biomedical and Chemical Sciences, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0035.
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[Truncated abstract] This study was carried out to investigate the teaching and learning processes occurring in the topic of reaction mechanisms in three tertiary level organic chemistry courses and focussed on investigating perceptions about the importance of teaching and learning about reaction mechanisms and about the difficult aspects of the topic .... In the organic chemistry courses under investigation, students achieved many of the explicitly stated aims that their lecturers identified. The students rarely achieved implicit outcomes anticipated by the lecturer. Lecturers demonstrate a tendency to use particular structural representations when discussing certain types of reaction process. The study identified that students commonly use these same types when working through particular reaction processes. In addition, it was found that the use of a particular structure could cue students into thinking about only one type of reaction process taking place in a given reaction. The use of language that is consistent with a consideration of only single reaction particles was also commonly observed in lectures. While this can be adequate in some circumstances, other aspects of reaction processes are better considered in terms of multiple reaction particles ... The project proposes an integrated model, which takes into account the many levels (macroscopic, single particle molecular, multiple particle molecular and intramolecular) involved when describing reaction processes. It is felt that a consideration of the levels discussed in this model is useful when teaching and learning about reaction mechanisms.
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Chambers, Rebecca Anne. "ABILITY GROUPING IN A COLLEGE CHEMISTRY LABORATORY COURSE." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275393.
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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.
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Nagel, Lilian Estelle. "The effect of new teaching methods in chemistry on the foundation certificate learners' results." Thesis, Port Elizabeth Technikon, 2005. http://hdl.handle.net/10948/162.
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This study investigated possible alternative Chemistry teaching methods to improve the learning and thus the pass rate of the learners of access programmes at the Port Elizabeth Technikon. The study traced Chemistry learning from the Pre-Technician course to the present Science Foundation Certificate. Since the latter programme is a new course with new criteria, only implemented since the beginning of 2003, it provided a suitable platform for the evaluation and updating, if necessary, of new teaching methods. The study was limited to the subject of Chemistry. The participating learners in this qualitative research were fully informed of the objectives of this research and, for ethical reasons, their identities were protected. The methodology chosen was action research, which will include discussions regarding the choice, necessity and value of the research method. The following tools were used to collect data to determine approaches to learning and how the examination results were influenced: Questionnaires; Journal entries of students; Interviews; Data of examination results.
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Gillbert, Catherine. "Female-friendly chemistry : an experiment to change the attitudes of female cégep students towards applied chemistry." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28758.
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This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.
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Nhi, Phan Thi. "A study of chemistry teaching with environmental issues at Nhatrang University of Fisheries." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24224.pdf.
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Coulombe, Steven Louis. "Using Blackboard technologies as an instructional supplement for teaching high school chemistry." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.
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This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.
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Molina, Cathy D. "First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799539/.
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This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other based on their performance on the ACS exam. Two chemistry curriculum approaches were evaluated in this study; the traditional curriculum (TC) and the Atoms First (AF) approach. The sample population was first-semester general chemistry students at Collin College in Frisco, TX. An independent sample t-test was used to determine if there were differences in overall performance between the two curriculum approaches on two different versions of the ACS exam. The results from this study show that AF approach may be a better alternative to the TC approach as they performed statistically significantly better on the 2005 exam version. Factor analysis was used to determine if there were differences between the two curriculum approaches by topic on the ACS exam. Eight different topics were chosen based on topics listed on the ACS Examinations Institute Website. The AF students performed better at a statistically significant level than the TC students on the topics of descriptive chemistry and periodicity, molecular structure, and stoichiometry. Item response theory was used to determine the chemistry content misconceptions held by the students taught under both curriculum approaches. It was determined that for both curriculum groups the same misconceptions as determined by the Zcrit values persisted.
10
Chan, Sin-yan, and 陳倩欣. "Students' conceptions of stoichiometry at the submicro level." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209683.
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Stoichiometry is an important topic in chemistry. It tells how many reactants are required to produce a certain amount of product in terms of mass, mole and volume. Learning stoichiometric calculation involves the understanding of certain concepts such as the mole, stoichiometric ratios and chemical equations. Some studies attributed the failure in learning stoichiometry to the unfamiliarity with the amount of substance in a mole and students’ weakness in the mathematical ability. Nevertheless how students connect the submicro level and the symbolic level in learning stoichiometry was not discussed widely.
In this study, two examples of chemical reactions with different levels of difficulties were used to probe students’ conceptual understanding in stoichiometry at the submicro level. Their strategies used in stoichiometric calculations were examined by an interview study of five Secondary Five students. The connection between the submicro level and the symbolic level in learning stoichiometry would be also probed into. Results indicate that the failure of stoichiometry learning may due to the disconnection in different levels of representation and students’ generated strategy – ‘one portion reasoning’. An implication for teaching and learning is that teachers should use diagrams at the submicro level in the teaching of stoichiometry. Such diagrams should aim to help students building connections across the three levels of representation and enhancing students’ conceptual understanding in stoichiometry.published_or_final_version
Education
Master
Master of Education
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Dyer, James U. "Evaluation of physical chemistry in practice (PCIP) DVD modules." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318447.
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Powell, Mary Cynthia Barton. "Podcast Effectiveness as Scaffolding Support for Students Enrolled in First-Semester General Chemistry Laboratories." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30502/.
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Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones- or iPod touches-. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and research teams, and student performance on graded assignments. Data analysis indicates that the podcast treatment research teams accessed a podcast 2.86 times on average during each week that podcasts were available. Comparison of interaction data for the lecture treatment research teams and podcast treatment research teams reveals that interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre‐laboratory lecture. The implication of the results is that student research teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students judged to be highly motivated; for this sub‐group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. This research study provides some of the first data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting.
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Girardot, Steven Patrick. "From the textbook to the lecture : improving pre-lecture preparation in organic chemistry." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/27309.
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陳錦源 and Kam-yuen Chan. "Learning better organic chemistry with help of ChemSense." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256582.
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方偉雄 and Wai-hung Raymond Fong. "Implementation of information and communication technology in chemistry classrooms: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256223.
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Ebenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.
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For the last fifteen years, research on students' conceptions of physical phenomena has been directing our attention to the value of knowing and considering children's prior ideas in science teaching. Although many who are concerned with science education are aware of and see wisdom in this perspective of teaching, there are many realities, including the content of the discipline, that pose great challenges in translating it into practice in science classes.
Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquiries into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took students' conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter.
The students' prior conceptions of solubility were categorized into six categories of description:
1. physical transformation from solid to liquid
2. chemical transformation of solute
3. density of solute
4. amount of space available in solution
5. properties of solute
6. size of solute particles
With regard to learning chemistry, these conceptualizations made clear four issues: (1) students' explanations were bounded by their perceptions, (2) students extended macroscopic explanations to a microscopic level, (3) students made inappropriate links to previous chemistry learning, and (4) students used the language of chemistry non-discriminately.
After studying a unit on solution chemistry, two more categories of description were added to the pre-instructional categories:
1. chemical structure of components
2. solution equilibrium
After instruction, the students attributing to the initial six categories of description' diminished in number. The newly acquired conceptions of solubility reflected insufficient explanatory power and were merely overlaid with the chemical language. Learning the language of solution chemistry and acquiring some theoretical understanding of it were reflected in the change between pre- and post-instructional conceptions. This conceptual change can be considered as evolutionary. It was inferred that the abstract and ambiguous nature of chemical theories and principles sets limits to conceptual change teaching.
The influences that facilitated the collaborative efforts include: (1) the teacher's attempts to incorporate students' conceptions, (2) the teacher's openness and willingness to assess her own methods of teaching chemistry, (3) the teacher's reflections about the researcher's constructivist teaching, and (4) the researcher's active participation in the classroom interactions. The four most important influences that seriously constrained the collaborative efforts to link students' conceptions with formal chemistry were: (1) the lack of time to devote to the topic of solution chemistry, (2) the lack of teacher
time to plan lessons together in order to incorporate students' conceptions, (3) the lack of practical experience on the part of both the researcher and the teacher in developing specific teaching strategies which acknowledged students' prior belief in this content area, and (4) the lack of time to develop common perspectives and a shared language.
This study has implications for both teachers and researchers. Specifically, it implies that students' conceptions form an integral component of chemistry instruction—as points of origin for lesson planning and development of curricular materials It also implies that through science educators' modelling and practising in their "teaching and learning" courses, pre- and in-service teachers be challenged to seek answers for epistemological questions such as: What is chemical knowledge? and, How is it acquired? A general implication is that both teachers and researchers, rather than being fence-makers, must strive to be bridge-builders so that they can be learners of each other's theoretical and practical experiences.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Drechsler, Michal. "Models in chemistry education : A study of teaching and learning acids and bases in Swedish upper secondary schools." Doctoral thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-783.
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This thesis reports an investigation of how acid-base models are taught and understood in Swedish upper secondary school. The definition of the concepts of acids and bases has evolved from a phenomenological level to an abstract (particle) level. Several models of acids and bases are introduced in Swedish secondary school. Among them an ancient model, the Arrhenius model and the Brønsted model. The aim of this study was to determine how teachers handle these models in their teaching. Further, to investigate Swedish upper secondary students’ ideas about the role of chemistry models, in general, and more specific, of models of acids and bases. The study consisted of two parts. First, a study was performed to get an overview of how acids and bases are taught and understood in Swedish upper secondary schools. It consisted of three steps: (i) the most widely used chemistry textbooks for upper secondary school in Sweden were analysed, (ii) six chemistry teachers were interviewed, and, (iii) finally also seven upper secondary school students were interviewed. The results from this study were used in the second part which consisted of two steps: (i) nine chemistry teachers were interviewed regarding their pedagogical content knowledge (PCK) of teaching acids and bases, and (ii) a questionnaire was administered among chemistry teachers of 441 upper secondary schools in Sweden. The results from the interviews show that only a few teachers chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. In the analysis of the questionnaire three subgroups of teachers were identified. Swedish upper secondary chemistry teachers, on the whole, had a strong belief in the Brønsted model of acids and bases. However, in subgroup one (47 %) teachers’ knowledge of how the Brønsted model differs from older models was limited and diverse. Teachers in subgroup two (38 %) and three (15 %) seemed to understand the differences between the Brønsted model and older models, but teachers in subgroup 2 did not explain the history of the development of acids and bases in their teaching. Instead they (as teachers in subgroup one) relied more on the content in the textbooks than teachers in the third subgroup. Implications for textbook writers, teaching, and further research are discussed.
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Stratton, Eric W. "Effects of Web-based Instruction in High School Chemistry." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc5519/.
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The intent of this study is to identify correlations that might exist between Web-based instruction and higher assessment scores in secondary education. The study framework was held within the confines of a public high school chemistry classroom. Within this population there were students identified as gifted and talented (GT) as well as those without this designation. These two classifications were examined for statistically higher assessment scores using a two-tailed t-test. Results indicated that females outperformed males on pre- and post- instructional unit tests. All subgroups improved their logical-thinking skills and exhibited positive attitudes towards Web-based instruction. In general, Web-based instruction proved beneficial to improving classroom performance of all GT and non-GT groups as compared to traditional classroom instruction.
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Olaleye, Bolanle Omotoke. "Enhancing teachers' knowledge for using multiple representations in teaching chemistry in Nigerian senior secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/494.
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The quality of the teaching and learning of chemistry in Nigeria is of great concern to parents, teachers, and students and has been tied to various factors such as a lack of teaching resources, learning materials and well qualified teachers, large class sizes and poor funding. This resulted in poor student performance and lack of interest in chemistry. Also, learning chemistry concepts tends to be by rote and memorising of content, and as such, students do not perceive learning chemistry as relevant to their lives. These issues motivated the Researcher to explore how teaching and learning of chemistry could be reformed in low resource Nigerian secondary schools. This study focussed on enhancing teachers‘ pedagogical knowledge and beliefs about using multiple representations in chemistry education through a professional learning program. Participating teachers attended a series of professional learning workshops on how to construct, interpret and use multiple representations to teach chemistry concepts in ways that more actively engage students in learning. The study employed a mixed method approach that included descriptive and interpretive methods. Forty senior secondary chemistry teachers completed a questionnaire to gather background data about difficulties of teaching chemistry effectively and their existing teaching practice and beliefs. Fifteen of these teachers then participated in three days of professional learning workshops and three of the participating teachers at the workshop were the subjects of a case study to evaluate the impact of the professional learning on their practice and beliefs. Students also completed a questionnaire about their experiences of learning chemistry and some students in case study classes participated in focus group discussions The research involved both qualitative and quantitative methods. The qualitative data were sourced from teacher interviews, student focus group discussions and direct classroom observation. Quantitative data, on the other hand, were collected through questionnaires administered to both participating teachers and students. The mixed data sources were triangulated to ensure confirmability of findings The study enhanced the teaching of the rate of reactions and collision theory, and water pollution and solubility concepts by using various student constructed representations such as concept maps, particulate representations, graphs, role-plays, flowcharts, and 3D physical models. The professional development intervention impacted on the teachers‘ beliefs about the nature of effective teaching and learning of chemistry. The study also enriched teachers‘ pedagogical content knowledge for actively engaging students in constructing their own representations. As an outcome from the project, a professional learning module has been developed that can be used to enhance the teaching and learning of chemistry in low resource Nigerian schools. In addition, new knowledge has been produced in relation to the to the use of multiple representations for effective chemistry teaching and learning in schools with limited resources.
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Martin, Andrea Lynn. "Development of a Nitric Oxide Gas Sensor and Air Quality Projects in a High School Chemistry Classroom." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/MartinAL2004.pdf.
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McGuffey, Angela. "An Analysis of the Effectiveness of Computer Assisted Instruction in General Chemistry at an Urban University." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3129/.
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The science-major General Chemistry sequence offered at the University of Houston has been investigated with respect to the effectiveness of recent incorporation of various levels of computer technology. As part of this investigation, questionnaire responses, student evaluations and grade averages and distributions from up to the last ten years have been analyzed and compared. Increased use of web-based material is both popular and effective, particularly with respect to providing extra information and supplemental questions. Instructor contact via e-mail is also well-received. Both uses of technology should be encouraged. In contrast, electronic classroom presentation is less popular. While initial use may lead to improved grades and retention, these levels decrease quickly, possibly due to a reduction in instructor spontaneity.
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Holley, Kerry Kathleen McGee. "Examining and Characterizing Changes in First Year High School Chemistry Curricula." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30468/.
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Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teachers. Chemistry textbooks from 1930 to the current 2002 Texas state adoptions were analyzed for inclusion of these topics. The only textbooks that were missing topics were from the 1930s. All others contained the topics. In general, textbooks have been increasing numbers of questions and problems for each topic, with the number of quantitative problems increasing at a greater rate than qualitative problems. Analysis of interview transcripts revealed that the main reason for omission of topics by less-experienced Texas chemistry teachers is that these topics are not assessed on the Texas Assessment of Knowledge and Skills science exam. Omitted topics were both qualitative and quantitative; the common factor is that they are not tested. School administrators reportedly reinforce this practice. Archival data regarding textbook usage by general chemistry students showed that students' course grades are not correlated to the amount of time they spend using their textbook. With topics included in textbooks, and no relationship between textbook usage and student grades, observed changes in chemistry courses must be due to changes in classroom instruction. With new course standards adopted by Texas for chemistry and the development of end-of-course exams, these changes should produce graduates who understand chemistry concepts as well as they solve mathematical chemistry problems. Repeating this study in 5 years may show that increasing the amount of chemistry tested will produce students entering college with a better conceptual background in chemistry.
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Fung, Yue Ling. "Development of a self-study and interactive study platform for the enhancement and improvement of learning and teaching in physical chemistry /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?CHEM%202008%20FUNG.
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Kwong, Mong-ha, and 鄺望霞. "A study of the revised 1995 HKCE chemistry syllabus on the developmentof S4-5 pupils in the awareness of the environmental aspects in theirdaily life." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957912.
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Francoeur, Eric. "The forgotten tool : a socio-historical analysis of the development and use of mechanical molecular models in chemistry and allied disciplines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44433.pdf.
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MacIsaac, Daniel Lawrence. "The design and implementation of microcomputer-based laboratory instrumentation in the British Columbia high school chemistry curriculum." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30905.
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This thesis is concerned with the design, development and implementation of Microcomputer-Based Laboratory experiments appropriate for Chemistry 11 and 12 in British Columbia. Computer apparatus, software and instructional materials were designed and constructed with feeedback and assistance from students and teachers. These materials were then used in the classroom laboratory to collect and prepare real-time graphs of pH, spectrophotometric and temperature data for modified versions of laboratories 2a, 16b, 19b, and 20h taken from the Canadianized Heath Chemistry laboratory program.
Results of student academic performance are presented, along with samples of the interactions used during iterative materials design. The appropriateness of MBL incorporation is discussed at length, and suggested courses of action presented to B.C. Chemistry educators interested in acquiring MBL technology.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Niezer, Tânia Mara. "Ensino de soluções químicas por meio da abordagem Ciência-Tecnologia-Sociedade (CTS)." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1237.
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Este estudo parte da problematização sobre as possibilidades de se ensinar em sala de aula, o conteúdo químico de Soluções, relacionado ao cotidiano dos alunos, de forma a proporcionar a Alfabetização Científica e Tecnológica (ACT) por meio do enfoque Ciência-Tecnologia-Sociedade (CTS). O objetivo geral desta pesquisa consiste em desenvolver e analisar o ensino do conteúdo químico Soluções relacionando-o ao cotidiano dos alunos por meio do enfoque CTS contribuindo para a Alfabetização Científica e Tecnológica (ACT). O estudo foi desenvolvido com 55 alunos, da 2ª série do Ensino Médio, do curso Técnico em Agropecuária de um Centro Estadual de Educação Profissional, da cidade de Rio Negro, no Paraná. A abordagem metodológica foi a qualitativa de natureza interpretativa, com observação participante. A coleta de dados se deu por meio de fotos e vídeos das atividades, observação das próprias atividades realizadas pelos alunos, arguições orais, relatórios e anotações em diário de campo. As atividades desenvolvidas nesta pesquisa foram organizadas em quinze (15) momentos, nos quais se buscou discutir e contextualizar as relações sociais da Ciência e da Tecnologia por meio do estudo de Soluções químicas, de forma interdisciplinar. Os principais resultados evidenciaram que o enfoque CTS no ensino de Soluções, contribuiu para a apropriação dos conceitos químicos, pelos alunos, sendo possível transpor questões que os envolvem dia a dia. No decorrer das aulas os alunos se mostraram mais críticos e reflexivos acerca das implicações sociais em relação às questões científicas e tecnológicas. Outro resultado obtido neste estudo consistiu na elaboração de um guia didático, que poderá ser utilizado como sugestão metodológica pelos professores de Química do Ensino Médio.This study is the questioning about the possibilities of teaching in the classroom, the chemical content of solutions, related to the daily life of students, to provide the Scientific and Technological Literacy (ACT) by focusing Science-Technology-Society (CTS). The overall goal of this research is to develop and analyze the chemical content of education solutions relating to the daily lives of students by focusing CTS contributing to the Scientific and Technological Literacy (ACT). The study was conducted with 55 students from 2nd grade of high school, the course of an Agricultural Technician in State Center for Professional Education, the city of Rio Negro, Parana. The methodological approach was qualitative interpretative, with participant observation. Data collection occurred through photos and videos of activities, observation of activities performed by the students themselves, Pleas oral reports and notes in a field journal. The activities developed in this research were organized into fifteen (15) times in which it was sought to discuss and contextualize the social relations of science and technology through the study of chemical solutions, in an interdisciplinary way. The main results showed that the CTS approach in teaching Solutions, contributed to the appropriation of chemical concepts, students, and can transpose issues that involve day to day. During the classes students were more critical and reflective about the social implications in relation to science and technology issues. Another result obtained in this study consisted of developing a teaching guide that can be used as a methodological suggestion by teachers of high school chemistry.
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Stewart, Barbara. "I: Using InterChemnet to Promote Active Learning Curriculum Development Cycles II: Redox Properties of Gold Phosphine Thiolate Complexes." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/StewartB2004.pdf.
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Lam, Siu-yan, and 林少欣. "The use of variation theory to improve student understanding of acids and bases." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30192341.
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.
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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Sherman, Kristin Mary Daniels. "Affordances of Instrumentation in General Chemistry Laboratories." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30510/.
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The purpose of this study is to find out what students in the first chemistry course at the undergraduate level (general chemistry for science majors) know about the affordances of instrumentation used in the general chemistry laboratory and how their knowledge develops over time. Overall, students see the PASCO system as a useful and accurate measuring tool for general chemistry labs. They see the probeware as easy to use, portable, and able to interact with computers. Students find that the PASCO probeware system is useful in their general chemistry labs, more advanced chemistry labs, and in other science classes, and can be used in a variety of labs done in general chemistry. Students learn the affordances of the probeware through the lab manual, the laboratory teaching assistant, by trial and error, and from each other. The use of probeware systems provides lab instructors the opportunity to focus on the concepts illustrated by experiments and the opportunity to spend time discussing the results. In order to teach effectively, the instructor must know the correct name of the components involved, how to assemble and disassemble it correctly, how to troubleshoot the software, and must be able to replace broken or missing components quickly. The use of podcasts or Web-based videos should increase student understanding of affordances of the probeware.
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Drechsler, Michal. "Models in chemistry education : a study of teaching and learning acid and bases in Swedish upper secondary schools /." Karlstad : Faculty of Technology and Science, Chemistry, Karlstad University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-783.
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Wei, Bing, and 魏冰. "A case study of curriculum change in China: the junior secondary school chemistry curriculum, 1978 to 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244877.
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Lam, Ching-kin, and 林正乾. "Fostering conceptual change and epistemic changes in chemistry throughcollaborative knowledge-building inquiry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48521723.
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This study examined the design and process of how students’ reflective assessment promoted collaborative metacognition for conceptual and epistemic changes, mediated by Knowledge Forum, a computer-supported knowledge building environment. Premised on the theories of knowledge building, conceptual change and epistemic beliefs, the study aimed to (1) design and evaluate the effects of collaborative knowledge building environment augmented with reflective, transformative assessment on conceptual change and epistemic beliefs change; (2) characterize the socio-cognitive dynamics of knowledge building on conceptual and epistemic changes; and (3) explore the interplay among knowledge building, conceptual change and epistemic beliefs about science.
Two empirical studies were conducted with different cohorts of Grade 10 Chinese students from a regular high school in Hong Kong. Both studies employed quasi-experimental pre-posttest design. The participants of Study One consisted of 79 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with teacher-centred instruction. Study Two included 80 girls from two chemistry classes, one was instructed with knowledge building inquiry and the other with ‘scaffolded’ knowledge building inquiry emphasizing more on knowledge creation and scaffolds uses in the reflection assessment.
The knowledge building environment was designed in ways that aligned with the principles of knowledge building and conceptual change. It included four phases − developing collaborative classroom culture, problem-centred knowledge building inquiry, deepening knowledge building discourse and assessment for knowledge building. The design of reflective assignments allowed students to reflect and assess their own prior beliefs, conceptions, and trajectories of growth toward scientific understanding. Quantitative and qualitative data were drawn from conceptual written tests, Science Learning Questionnaire as a measure of epistemic beliefs, and Analytic Toolkit indices, reflections and written discourse in the Knowledge Forum database.
Study One demonstrated the positive instructional effects of knowledge building inquiry in promoting conceptual and epistemic beliefs changes over the teacher-centred instruction. Results showed that knowledge building reflection and inquiry contributed to conceptual understanding over and above prior knowledge. Path model suggested that prior epistemic beliefs exerted a significant indirect effect on conceptual understanding mediated by knowledge building reflection, inquiry and forum participation.
Study Two further examined the role of knowledge building reflection on conceptual and epistemic changes. Results indicated stronger effects for the ‘scaffolded’ knowledge building class compared to the control class. Qualitative analyses showed how students’ reflective assessment and collaboration helped them to develop metaconceptual and epistemic awareness for conceptual change. Path analysis revealed that students’ engagement on Knowledge Forum predicted collaborative reflection that in turn exerted effects on their conceptual and epistemic beliefs changes. Inquiry thread analysis on theme-based discursive discourse and students’ epistemic reflections in interviews further provided evidence on the development of metaconceptual and epistemic awareness in the collaborative knowledge building inquiry.
The study contributes to the literature on how knowledge building dynamics interact with the intentional conceptual change, demonstrating the role of socio-cognitive, metacognitive and epistemic dynamics of knowledge building on conceptual and epistemic beliefs changes. Pedagogical implications of knowledge building for developing epistemic beliefs and metaconceptual awareness for conceptual change are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Palmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.
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Science is sometimes seen as contained in a little box on its own, separate from the rest of the world. The questions underpinning this thesis set in train thoughts about investigating the chosen topic, the teaching and learning of physical and chemical change, using a very wide range of methodologies. The perspective is of someone involved in the teaching of the physical sciences for more than 40 years. The topic still remains contentious in teaching chemistry.The thesis sets out the evidence for and against the teaching of physical and chemical change and tracks the historical origins of the concept, its changing definitions and the research relating to the concept of physical and chemical change. A number of historically based textbook case studies are presented, some of which the author considers to be pioneering. The study ends with consideration of the public understanding of science, wondering whether the concept of physical and chemical change can be helpful in this respect.The conclusions reached are not in themselves remarkable, expressing a belief, that overall the concept of physical and chemical change is of benefit to the chemical community and perhaps to the wider public.
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Miao, Ching-wang, and 繆正宏. "The perception of F.5 students on the impact of environment protectioneducation in certificate chemistry in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959738.
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Thomas, Gregory P. "Developing metacognition and cognitive strategies through the use of metaphor in a Year 11 chemistry classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36604/1/36604_Digitised%20Thesis.pdf.
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Several problems persist in relation to students' science learning. One problem is that students have often been found to be lacking in metacognition, that is, they show minimal evidence of knowledge, awareness and motivated application and control of learning processes associated with higher order learning including cognitive strategies. A second problem, not restricted to science learning and related to the first problem, is that students have been repeatedly found to possess narrow views of teaching and learning that restrict their willingness to be self-regulators of their own learning. Both problems are associated with students' lower than desired learning outcomes in science education and the as yet unresolved problems associated with students' possession of alternative conceptions of science phenomena. A means of communicating with students regarding alternative views of teaching and learning and empowering learning processes is required to try to address these problems.
Metaphor was identified as a pervasive and powerful means of communication that underpins social and individual consciousness, cognition and discourse. Metaphor has been used extensively with teachers to bring about conceptual change related to teachers' conceptions of teaching and their learning practices. The possibility of using metaphor in order to try to bring about changes to students' metacognition, including beliefs about teaching and learning, and their learning processes was explored in this research.
This study investigated the effects of an intervention that was centred on the metaphor, "learning is constructing," on the metacognition, learning processes and perceptions of learning of a class of twenty-four Year 11 chemistry students. The research questions asked whether students' metacognitive knowledge, their metacognition, and/or their beliefs about learning could be changed by such an intervention. An interpretive methodology, characterised by a multi-methods approach and guided by a constructivist framework, was employed to gain insights into students' metacognition, their learning processes and their beliefs about the nature of teaching and learning. The researcher was the normal classroom teacher who engaged in the research as a participant observer.
Prior to the intervention students were found to have low levels of metacognition. Their learning processes were predominantly characterised by the enactment of metacognitive knowledge that was consistent with their beliefs about teaching and learning. These beliefs were predominantly congruent with a transmissionist view of educational practice. Following the intervention one half of the class reported evidence of increased metacognition. These students also reported changes to their metacognitive knowledge and their learning processes. For some students these changes were reflected in improved learning outcomes. Some students also reported evidence of changes to their beliefs about the nature of teaching and learning. A key aspect of the results was the variability in the effect of the intervention, as no two students reported identical changes. Students' decisions in relation to changes mooted by the metaphor were made with reference to a variety of contextual factors.
The findings of this study highlight the potential of using metaphor to provide students with opportunities to consider theories of learning and learning processes that that may be alternatives to their current theories and processes. Such a use of metaphor makes progress towards developing a language of learning for use with students. Significantly, the findings of this study also suggest that viewing metacognition as an individually constructed yet socially mediated construct is useful for understanding the factors that influence students' decisions in relation to becoming more metacognitive ·or changing their learning processes. The major implication for teaching is that other classroom teachers may be able to use metaphor to initiate opportunities for students' to reflect on and possibly change their beliefs, learning processes and, possibly, their learning outcomes. The full potential of such a use of metaphor is still unknown and directions for future research are outlined.
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Belland, Joshua. "Comparison of Homework Systems (Four Web-Based) used in First-Semester General Chemistry." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9858/.
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Web-based homework systems are becoming more common in general chemistry as instructors face ever-increasing enrollment. Yet providing meaningful feedback on assignments remains of the utmost importance. Chemistry instructors consider completion of homework integral to students' success in chemistry, yet only a few studies have compared the use of Web-based systems to the traditional paper-and-pencil homework within general chemistry. This study compares the traditional homework system to four different Web-based systems. Data from eight, semester classes consisting of a diagnostic pre-test, final semester grades, and the number of successful and unsuccessful students are analyzed. Statistically significant results suggest a chemistry instructor should carefully consider options when selecting a homework system.
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Slocum, Laura Elizabeth. "Evaluation of physical chemistry on-line modules." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221309.
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We have modeled in one-dimension two-dimensional (2-D) quantum wire structures: the notched electron stub tuner (NEST) and the double-notched electron stub tuner (D-NEST). The models consisted of square barriers representing the notches and square wells representing the stubs. We have calculated the transmission coefficient as a function of electron energy and/or device geometries to study electron transport through these quantum wire models. The transfer matrix method was used to calculate the transmission coefficient by utilizing a program written with Mathematica. The program and technique were verified using one-dimensional systems from the literature.We studied the principle of wave interference in the NEST model in the form of intersection points of several curves of the transmission coefficient versus barrier/well separation plotted with no offset. The creation of standing waves, in certain regions of the NEST model, by the interference of incident and reflected waves, gives rise to these intersection points. We have identified features in the conductance curves of the NEST and the transmission coefficient curves of the NEST model (the intersection points) that are very similar and may be explained by the same principle of wave interference.We have studied double-barrier resonant tunneling (DBRT) to assist in our study of the D-NEST model. The resonances in DBRT are attributed to the creation of standing waves between the two barriers for the tunneling and non-tunneling regimes. We attempted to prove the existence of these standing waves by studying the probability density in the D-NEST model. The well of the D-NEST model was scanned down the length of the double-barrier well region to investigate its effect on the transmission coefficient for this purpose. A small square barrier, used as a probe, was also used to study the probability density in the same way as the well was used. Initial scans of the probe above a simple square barrier gave us insight into the possibility of using it to scan for the probability density in the well region. The "over-the-barrier" resonances (attributed to standing waves) were studied in this case.We have developed knowledge of the transmission properties of these models that may aid in the understanding of the electron transport through the 2-D devices. We believe that to "fine tune" the conductance output of the D-NEST device, the second notch should be placed at a location that permits the creation of standing waves, for a specific electron energy value, between the two notches of the device. The "fine tuning" of the conductance output into a square-wave pattern could improve the devices performance as a potential switching mechanism.Department of Chemistry
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Lam, Siu-yan, and 林少欣. "The use of variation theory to improve student understanding of reaction rate through scientific investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329952.
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The reaction rate of a chemical process, and the factors that affect it, is an important concept in the secondary school chemistry curriculum. A number of studies have indicated that students have different conceptions of the reaction rate phenomenon, e.g. that volume is an influential factor. The way in which the teacher structures the lesson content and the students experience the lesson is important in helping students to develop appropriate conceptions.
This study explores the efficacy of using variation theory as a pedagogical tool to improve student understanding of chemical reaction rates at the Secondary 4 level through group-based scientific investigation. A design-based research approach with a pretest and posttest was chosen, and phenomenography and variation theory were adopted as the theoretical framework. Learning is defined as a change in the way of experiencing something. What is to be learnt is defined as the “object of learning”, and aspects that are crucial to appropriating the object of learning are defined as “critical aspects”. To bring out the critical aspects that are to be discerned by students, certain patterns of variation, namely, generalization, contrast, separation and fusion, must be constituted.
Two Secondary 4 chemistry classes in the same school were taught by one teacher. Lessons comprised three sections: a single period for introduction, a double period for experimentation and a single period for debriefing. The two classes were taught in the same way during the introduction and experimentation, but different debriefing sequences were used after the students’ experimental work. During the introduction and experimentation, “separation” was employed to help students develop a fair test concept and design an experiment to follow the progress of a chemical reaction. During experimentation, they were guided in how to discern the factors that affect two aspects of a reaction, i.e. the reaction rate and amount of products formed. In the debriefing session of the pilot and main studies, different “sequences of factors” and “sequences of aspects” were followed, respectively. Comparison was made between the pretest and posttest to trace students’ understanding of the reaction aspects. The quantitative data were analysed and triangulated with the post-lesson interview data and verbatim lesson record. The students’ learning outcomes showed that there had been substantial improvement in understanding of the skills and concepts involved, with the gap between the low- and high-score groups narrowing. A specific debriefing sequence was found to be conducive to learning. Further, discussing the interrelated factors tested in the experimental conditions consecutively and separating the two reaction aspects while fusing the factors appeared effective in highlighting the part-part and part-whole relationships. Here, “whole” refers to a reaction consisting of the “parts” constituted by the reaction rate and amount of products which in turn depend on various factors.
The findings of this study suggest that variation theory is a powerful pedagogical tool in improving the understanding of students of lower academic ability. They thus have important implications for the planning of teaching-learning sequences in practical science lessons, particularly in scientific investigations that involve different task-pool results.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Potgieter, Sally. "A case study of input and classroom interaction in a multilingual chemistry class at the Port Elizabeth Technikon." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003318.
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This study examines input and interactional modifications in a multilingual chemistry class at the Port Elizabeth Technikon. The investigation constituted observing lectures presented in chemistry and analysing the data so obtained within a framework developed from a study of current theories on the relationship between language and cognition and the role of input. It was further informed by data gathered from interviews with the lecturer, questionnaires administered to the students and separate focus group discussions with first language and second language speakers of English. The conclusion is that the lecturer's interactional and input modifications make the subject content accessible to both first language and second language learners. I have made suggestions for future research in this area in the belief that the data gathered in this case study offers some useful pointers for the retraining of teachers of multilingual classes in a tertiary context.
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Grimes, Brian T. "The use of scaffolding to improve student learning with interactive multimedia programs in chemistry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/733.
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The process of balancing and interpreting chemical equations involves the consideration of an abstract, non-observable phenomenon coupled with multi-level representation. Students find it conceptually demanding to visualise the particulate level of matter and hence experience difficulty in balancing chemical equations with understanding. Interactive multimedia with dynamic computer graphics can provide students with accurate, concrete representations of the particulate nature of matter. Such tools, when coupled with appropriate implementation strategies, have the potential to improve learning about chemical reactions. The study investigated the use of scaffolding techniques to enhance and direct student learning when using an interactive multimedia software (IMM) program, Balancing and Interpreting Chemical Equations (Garnett, Hackling & Oliver, 1997a) designed to develop skills and understanding of balancing and interpreting chemical equations. This research was conducted as an interpretive, collective case study which was supplemented with data from pre and posttests. In this design, a total of 12 Year 10 students were selected by purposeful sampling, arranged in pairs and then randomly assigned to either using the specified IMM software with or without scaffolding. Students were observed by the researcher whilst using the IMM software and various student interactions were recorded by a variety of media, including screen-capture of their interactions with the IMM software, audio recordings of the interactions and collaborations between students in pairs, and videotape recordings of both the interactions and collaborations between students in pairs and between students and the IMM software. The data from these sources, in addition to data from the pre and posttests, was used to generate a case history file which was analysed to elucidate information about how scaffolding affects the way in which students interact with the IMM software; how scaffolding affects the way in which students interact and collaborate with each other whilst working on the IMM software; and whether there was any evidence of enhanced understanding of the particulate nature of reactions and success in writing and balancing chemical equations following the use of this IMM software with scaffolding. The research indicated that scaffolding affects the manner in which students interact with the IMM software by encouraging and directing more efficient and deliberate access to the salient features of the program at specific times in the learning sequence. The research also indicated that the level of collaboration between students working in dyads on the IMM software was influenced by the use of the scaffolds and that once applied, the fading of support in scaffolded worksheets did not result in a deterioration of the nature or extent of the interactions within the dyad. Finally, while the scaffolds did not always result in higher levels of cognitive achievement (compared to non-scaffolded instruction), they did enhance the IMM learning environment and the opportunity for conceptual change. The implications that arise from this research extend to the use of this IMM software in the classroom, teaching practices within an IMM environment, software designers, and for further research.
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Dalton, Rebecca Marie, University of Western Sydney, of Science Technology and Environment College, and of Science Food and Horticulture School. "The development of students' mental models of chemical substances and processes at the molecular level." THESIS_CSTE_SFH_Dalton_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/816.
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The development of student’s mental models of chemical substances and processes at the molecular level was studied in a three-phase project. Animations produced in the VisChem project were used as an integral part of the chemistry instruction to help students develop their mental models. Phase one of the project involved examining the effectiveness of using animations to help first-year university chemistry students develop useful mental models of chemical phenomena. Phase two explored factors affecting the development of student’s mental models, analysing results in terms of a proposed model of the perceptual processes involved in interpreting an animation. Phase three involved four case studies that served to confirm and elaborate on the effects of prior knowledge and disembedding ability on student’s mental model development, and support the influence of study style on learning outcomes. Recommendations for use of the VisChem animations, based on the above findings, include: considering the prior knowledge of students; focusing attention on relevant features; encouraging a deep approach to learning; using animation to teach visual concepts; presenting ideas visually, verbally and conceptually; establishing ‘animation literacy’; minimising cognitive load; using animation as feedback; using student drawings; repeating animations; and discussing ‘scientific modelling’.Doctor of Philosophy (PhD)
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Leung, Wai-hung, and 梁偉雄. "Characterizing and fostering students' knowledge building and scientific understanding." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38962238.
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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.
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Luu, Thu Nghi. "A case study of an innovation in chemistry teaching at the college of general studies, Vietnam National University--Ho Chi Minh city." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0015/MQ37579.pdf.
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Clark, LaKisha R. "Examining the Relation Between High School Science Coursework and Performance in College Chemistry." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11966.
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xi, 73 p. : ill.Recent studies have demonstrated a clear gap between the skills that high school graduates obtain by the completion of high school and those that are necessary for success in college as well as the workforce. Demands for more rigorous preparation at the high school level have prompted some states to make changes to state standards and high school graduation requirements. This dissertation used a prediction study to examine the coursetaking patterns of high school students in science and their subsequent success in chemistry 1A at the college level. Analysis of obtained data using a two-way ANOVA was used to estimate the main effects of (a) number of semesters of science courses and (b) the type of science courses and (c) the interaction effect on college performance as indicated by the final course grade. The results of this study indicate that the main effect of type and the main effect of number of semesters are both significant statistically. Taking more semesters of science in high school is positively associated with the final grade in first-year college chemistry. Taking higher level science coursework in high school is also positively associated with final grade. The interaction of type by number of semesters is not significant, however. Taking more semesters of higher level science coursework does not increase the likelihood of doing well in college chemistry, as there is no observable significant influence on final grade in chemistry, beyond the main effects described previously.
Committee in charge: Paul Yovanoff, Chairperson; David Conley, Member; Kathleen Scalise, Member; Kenneth Doxsee, Outside Member
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Kan, Kwok-kin Terry, and 簡國健. "Exploring teachers' perceptions and practices in implementing the AL TAS for practical chemistry in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961654.
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Czekster, Hellen Christine. "Elaboração, aplicação e análise de um caso investigativo no ensino de eletroquímica." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-11092015-153420/.
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O presente trabalho trata de uma abordagem com uso de metodologia alternativa, o Estudo de Casos, com o objetivo de facilitar a aprendizagem de conceitos específicos de eletroquímica para alunos de primeiro ano do curso de Licenciatura em Química. Esta pesquisa considera a importância do aluno atuar de modo ativo durante seu processo de aprendizagem. A metodologia de Estudo de Casos é uma variante do PBL (ProblemBased Learning) que proporciona ao aluno a oportunidade de vivenciar uma experiência real de aplicação de conceitos e habilidades que devem ser desenvolvidas ao longo de sua formação. Os estudantes trabalharam em grupos durante a aplicação do método que se deu em quatro encontros, onde, ao longo das atividades responderam a testes e elaboraram relatórios que foram os instrumentos de coleta de dados do estudo. No ultimo encontro os grupos apresentaram a solução do caso investigativo para o restante da turma e para o professor que mediou a atividade. Foram encontradas evidencias de que o método é eficiente na promoção de uma aprendizagem mais significativa. O método foi bem recebido pelos alunos e foi perceptível uma ampliação na coerência das respostas que se mostraram melhor fundamentadas após a intervenção.The following paper is about an approach with an alternative methodology, Case Studies, with the intention of smoothing the act of learning specific content of electrochemistry for first graders of Chemistry graduation. This research considers the importance of the student on acting proactively on his learning process. The methodology of the Case Studies is a variant of the PBL (Problem Based Learning) which provides the student the unique chance to experience a real experiment of concept application and skills that must be developed during his formation as a professional. The students work in groups during the application of the method that took place in four encounters, where, during the activities they answered to tests and made reports that were the tools to collect the data. In the last encounter the groups presented the solution to the Investigative Case to the remainder of the class and the teacher that conducted the exercise. It was found evidences that the method is efficient on the promotion of a more meaningful learning experience. The process was well received and it was noticeable a rising coherence on the answers that were better substantiated after the intervention.
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Ford, Robyn Lynn. "Allowing Students to Have VOICES (Voluntary Options in Chemical Education Schedules) in General Chemistry I." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404558/.
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The purpose of this investigation (a quasi-experimental design called a non-equivalent design group (NEDG)) was to determine if allowing students in a science majors general Chemistry I course the choice in establishing the due dates that their homework was due to the instructor would improve course averages. This study covered two semesters with a total of 288 students participating with n = 158 in the fall and n = 130 in the spring. The students self-selected the homework group, VOICES, that best fit his/her needs which included (1) the instructor's homework schedule, (2) a student-customized schedule or a schedule that followed the exam schedule, or (3) all homework due by the last class day prior to the final exam. Online homework was assigned and graded with individual assignment and homework average grades collected and analyzed. No statistically significant differences were found among the VOICES groups with respect to final course average. Other results of this study replicated findings in the literature; namely, that there is a higher correlation between mathematics skills and course success. Course averages of students who had completed Calculus I or higher were statistically significantly higher than students with less completed mathematics coursework in all VOICES groups. Also, the percentage of successful students in the on-sequence semester (fall) was higher than the percentage of students in the off-sequence semester (spring). No differences were seen in any VOICES group's student demographics or high school chemistry preparation.