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Science and Mathematics Education

Chemistry

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Full-Text Articles in Education

The Relationship Between Spatial Ability And The Conservation Of Matter In Middle School, Merryn Cole, Jennifer Wilhelm, Briana Marie-Mcknight Vaught, Corinne Fish, Hailey Fish Jan 2021

The Relationship Between Spatial Ability And The Conservation Of Matter In Middle School, Merryn Cole, Jennifer Wilhelm, Briana Marie-Mcknight Vaught, Corinne Fish, Hailey Fish

Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications

Research has shown that spatial ability plays a key role in understanding STEM (Science, Technology, Engineering, and Mathematics) content, including chemistry. Conservation of Matter (CoM) is an essential but challenging topic for chemistry students of all ages to grasp; it is often taught in a way where students memorize it but do not learn what it means conceptually. This research explored the relationship between understanding spatial ability and conceptual understanding of CoM in middle school students. CoM was examined in two ways using the Conservation of Matter Assessment (CoMA): through questions on conservation of atoms and the conservation of mass ...


Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo Jul 2020

Visualization Without Vision – How Blind And Visually Impaired Students And Researchers Engage With Molecular Structures, Croix J. Laconsay, Henry B. Wedler, Dean J. Tantillo

Journal of Science Education for Students with Disabilities

This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields.


Periodic Table Club, Makayla Gill, Kailynn Jensen Apr 2020

Periodic Table Club, Makayla Gill, Kailynn Jensen

Honors Expanded Learning Clubs

This club is dedicated to teaching the generation of future scientists the periodic table. This is designed to be a unique take on a STEM club that uses the periodic table as a backbone for a solid foundation in chemistry.


Ionic Bonding Curriculum Unit: An Electrostatic Framework, Mary Frank Lamar Jan 2020

Ionic Bonding Curriculum Unit: An Electrostatic Framework, Mary Frank Lamar

Theses and Dissertations--Education Science

This mixed methods study compared two groups of high school students’ understanding of the ionic bond and the dissolving process. A 5 lesson curriculum unit was developed using Taber’s electrostatic framework (1997) focusing on the electrostatic forces between ions compared to a molecular framework (business-as-usual) and the Next Generation Science Standards (NGSS Lead States, 2013). The lessons were developed to integrate spatially integrated experiences. Experimental (new curriculum unit) and business-as-usual (criss-cross method) students had their spatial skills tested before and after learning about the ionic bond using the Purdue Spatial Visualization-Rotations Test (PVST-Rot; Bodner & Guay, 1997). Students’ content was tested (pre and post) using the Chemical Bonding and Dissociation Diagnostic Assessment (CBDDA; Jang, 2003; Tan & Treagust, 1999; McBroom, 2011 ...


Isotopes In The Estuary: Conception And Application Of Stable And Radioactive Carbon, Derek Detweiler Jan 2020

Isotopes In The Estuary: Conception And Application Of Stable And Radioactive Carbon, Derek Detweiler

Reports

Grades: 9-12 Subjects: Chemistry | Environmental Science | Oceanography

In this interactive estuary-focused activity, students will examine stable and radioactive isotope data which provide information about the source and age of environmental samples such as plant and soil matter. Students will calculate average isotope ratios from five reference land types (forest, wetland, agriculture, industry, aquatic) and an unknown site within an estuary. Students will graph their calculated ratios and determine the land type that most impacts their estuary based on reference-to-unknown comparisons.


High School Chemistry Curricular Redesign: The Spiral Curriculum, John Posillico Dec 2019

High School Chemistry Curricular Redesign: The Spiral Curriculum, John Posillico

Education and Human Development Master's Theses

The purpose of this project is to highlight the effectiveness of interleaved practice, commonly referred to as the Spiral Curriculum. Embedded in interleaved practice is the process of forgetting. The robust body of research that serves as the foundation for this project supports the idea that randomized presentation of material that students have had previous exposure to fosters stronger learning. Students that experience an interleaved curriculum show more success with retention of concepts than students who receive blocked or repetitive instruction. This project outlines a Spiral Curriculum in a high school chemistry classroom. It includes lesson plans, assessments, and activity ...


Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers Aug 2019

Tools Enabling A Student Who Is Blind In A Liberal Arts Chemistry Laboratory Course, Jessica Michael, H. David Wohlers

Journal of Science Education for Students with Disabilities

Chemistry laboratories ordinarily involve a number of visual observations and require qualitative and quantitative explanations of these observations. A student with blindness at Truman State University successfully completed the laboratory portion of the nonmajors liberal arts chemistry course with the assistance of a senior undergraduate chemistry education major, the guidance of a chemistry professor with blindness, and a variety of alternative laboratory methods. Volumes were measured using a notched syringe or the graduated cylinder pipet technique. Changes in color were measured by a Color Analysis Laboratory Sensor (CALS) and a Submersible Audio Light Sensor (SALS). Balance and Vernier probe measurements ...


Secondary Biology Preservice Teachers' Conceptual Understanding Of The Chemical Processes Of Photosynthesis And Cellular Respiration, Edwin Estime Apr 2019

Secondary Biology Preservice Teachers' Conceptual Understanding Of The Chemical Processes Of Photosynthesis And Cellular Respiration, Edwin Estime

Doctor of Education in Secondary Education Dissertations

Photosynthesis and cellular respiration are important topics taught in most high school biology curriculum. These processes emphasize the interrelationship between the abiotic and biotic factors found in our world. The portrayal of these relationships to students is recommended by using crosscutting concepts such as Energy and Matter: flow, cycles, and conservation and Systems and System Models, which are discussed in this study. The conceptual knowledge of photosynthesis and cellular respiration has been studied widely amongst middle, high school, and college students. Before this study, only primary preservice teachers were examined for the conceptual knowledge of these biochemical processes. This dissertation ...


The Sals App: Making Chemistry Accessible With Ios Devices, Rosanne Hoffmann Apr 2019

The Sals App: Making Chemistry Accessible With Ios Devices, Rosanne Hoffmann

Journal of Science Education for Students with Disabilities

A new version of SALS (Submersible Audible Light Sensor) consists of a wireless light-detecting probe, Bluetooth ® connected to the iOS SALS App. As in previous versions of SALS, changes in detected light are converted to changes in sound, the latter now rendered with iPhone or iPad audio. The SALS probe assists the student with visual impairment in a variety of science activities, including those involving liquids. For example, when the SALS probe is placed in a reaction vessel, changes in light intensity caused by a chemical reaction or color indicator change are converted to changes in tone in real time ...


A Teacher’S Adoption Of Maker-Centered Learning: A Phenomenological Case Study, Michael L. Schad Jan 2019

A Teacher’S Adoption Of Maker-Centered Learning: A Phenomenological Case Study, Michael L. Schad

Theses and Dissertations

The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry ...


Florida Science: The Science That Makes Florida Different, Terence W. Cavanaugh Jan 2019

Florida Science: The Science That Makes Florida Different, Terence W. Cavanaugh

Secondary Level Resources

This book was created to assist students with their understanding of how science occurs in Florida. When teaching science or any subject it’s important to remember to begin with the concrete and then move to the abstract. I have found that it has helped my students when I begin by teaching science concepts in a concrete manner and expand from there. For example, when I taught about topographic maps, the students were much more successful in their learning when I started with local topographic maps that included the school and the surrounding area than with places that had mountains ...


Stem Integration: Making Connections In Mathematics And Science By Teaching Logarithms Conceptually, Andrew Smith May 2018

Stem Integration: Making Connections In Mathematics And Science By Teaching Logarithms Conceptually, Andrew Smith

Doctor of Education in Secondary Education Dissertations

The purpose of this research study was to examine both qualitatively and quantitatively the difference in conceptual understanding of logarithms of students participating in a traditional classroom setting in which a correspondence approach (Confrey & Smith, 1995) was used and students participating in an integrated STEM unit of logarithms and pH in which a covariational approach (Ferrari-Escolá, Martínez-Sierra, & Méndez-Guevara, 2016) was used. In addition, the researcher investigated how students make connections among different representations of logarithms and transferring knowledge between mathematics and science.

A quasi-experimental design was used in which qualitative data were collected using an Observation Protocol and quantitative data were collected using the Logarithms and pH Assessment (LPA). The qualitative data showed that students in the treatment group were thinking of logarithms in a mathematics and science context at a deeper level of conceptual understanding according to Weber’s (2002) levels of understanding exponential and logarithmic functions and Park and Choi’s (2012) levels of understanding pH. In addition, the qualitative data showed that students in the integrated STEM classroom were better able to transfer their knowledge of logarithms to pH and make deeper connections among different representations of logarithms (numerical, algebraic, and graphical). However, the quantitative data from the LPA, which defines conceptual understanding as the ability to represent concept in multiple forms: written, numerical, algebraic, and graphical (Panasuk, 2010; Rittle-Johnson, Siegler, & Alibali, 2001), indicated that the traditional classroom developed students’ conceptual understanding more than the integrated STEM classroom.

This study provides mathematics and science educators with relevant information about incorporating integrated STEM lessons and covariational reasoning to teach logarithms conceptually, to improve a student’s conceptual understanding of logarithms and pH, and their ability to apply mathematical knowledge to settings other than the mathematics classroom.


Enhancing And Evaluating Scientific Argumentation In The Inquiry-Oriented College Chemistry Classroom, Annabel D'Souza Sep 2017

Enhancing And Evaluating Scientific Argumentation In The Inquiry-Oriented College Chemistry Classroom, Annabel D'Souza

Dissertations, Theses, and Capstone Projects

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom.

Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jiménez-Aleixandre et al., 2000; Jiménez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas ...


Enhancing Interdisciplinary Attitudes And Achievement Via Integrated Biology And Chemistry, Ying Guo, Pat Uelmen Huey Dr., David P. Pursell May 2017

Enhancing Interdisciplinary Attitudes And Achievement Via Integrated Biology And Chemistry, Ying Guo, Pat Uelmen Huey Dr., David P. Pursell

Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Success in undergraduate biology courses relies upon a firm grounding in chemical principles. We sought to raise students’ awareness of the connection between these two disciplines and to improve their understanding of each by carrying out a pilot project that integrated the curricula of Principles of Chemistry II (CHEM1212K) and Principles of Biology I (BIOL1107K) during the Fall 2016 semester. The study involved two course pairs: one section of each course delivered in the traditional non-integrated manner and a second pair of sections that were integrated across the chemistry and biology disciplines in both the scope and sequence of the ...


A Comparative Study Teaching Chemistry Using The 5e Learning Cycle And Traditional Teaching With A Large English Language Learner Population In A Middle School Setting, Cynthia Nicole Mcwright May 2017

A Comparative Study Teaching Chemistry Using The 5e Learning Cycle And Traditional Teaching With A Large English Language Learner Population In A Middle School Setting, Cynthia Nicole Mcwright

Dissertations

For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist movement has been at the forefront of this effort. With mandatory testing nationwide and an increase in science, technology, engineering, and mathematics (STEM) jobs with little workforce to fulfill these needs, the question of what to teach and how to teach science remains a concern among ...


Spatial Reasoning And Understanding The Particulate Nature Of Matter: A Middle School Perspective, Merryn L. Cole Jan 2017

Spatial Reasoning And Understanding The Particulate Nature Of Matter: A Middle School Perspective, Merryn L. Cole

Theses and Dissertations--Education Science

This dissertation employed a mixed-methods approach to examine the relationship between spatial reasoning ability and understanding of chemistry content for both middle school students and their science teachers. Spatial reasoning has been linked to success in learning STEM subjects (Wai, Lubinski, & Benbow, 2009). Previous studies have shown a correlation between understanding of chemistry content and spatial reasoning ability (e.g., Pribyl & Bodner, 1987; Wu & Shah, 2003: Stieff, 2013), raising the importance of developing the spatial reasoning ability of both teachers and students.

Few studies examine middle school students’ or in-service middle school teachers’ understanding of chemistry concepts or its relation to spatial reasoning ability. The first paper in this dissertation addresses the quantitative relationship between mental rotation, a type of spatial reasoning ability, and understanding a fundamental concept in chemistry, the particulate nature of matter. The data showed a significant, positive correlation between scores on the Purdue Spatial Visualization Test of Rotations (PSVT; Bodner & Guay, 1997) and the Particulate Nature of Matter Assessment (ParNoMA; Yezierski, 2003) for middle school students prior to and after chemistry instruction. A significant difference in spatial ability among students choosing different answer choices on ParNoMA questions was also found. The second paper examined the ways in which students of different spatial abilities talked about matter and chemicals differently.

Students with higher spatial ability tended to provide ...


Differentiation In Chemistry For Students With Various Levels Of Cognitive Efficiency, Marilyn Laistner Oct 2016

Differentiation In Chemistry For Students With Various Levels Of Cognitive Efficiency, Marilyn Laistner

Education and Human Development Master's Theses

Using Cognitive Load Theory as a tool to help teachers differentiate in a Chemistry classroom can benefit both teacher and student. Using this theory, teachers can evaluate their lessons and activities and gauge how challenging they will be for their students, which invites teachers to adapt their methods based on their students’ skills. Students’ capabilities can be measured using the idea of cognitive efficiency. If they complete a task quickly and with a low amount of effort, versus a peer who completes the same task over a long time, applying a great deal of effort with little result, the first ...


Uncovering Models And Visualizations In The Chemistry Classroom, An Assessment Of Classroom Activities And Lessons, Michael Brooke-Gay Oct 2016

Uncovering Models And Visualizations In The Chemistry Classroom, An Assessment Of Classroom Activities And Lessons, Michael Brooke-Gay

Education and Human Development Master's Theses

Chemistry education, although difficult, can be improved through the use of modeling and visualizations in the classroom. Example case studies throughout will show the importance of models and questioning techniques used to assess student understanding. By injecting mental models, physical scientific models, cartoons, analogies and computer simulations into the curriculum, chemistry can become a subject where seeing the unseen is possible.


Development Of Accessible Laboratory Experiments For Students With Visual Impairments, Kc Kroes, Daniel Lefler, Aaron Schmitt, Cary A. Supalo Sep 2016

Development Of Accessible Laboratory Experiments For Students With Visual Impairments, Kc Kroes, Daniel Lefler, Aaron Schmitt, Cary A. Supalo

Journal of Science Education for Students with Disabilities

The hands-on laboratory experiments are frequently what spark students’ interest in science. Students who are blind or have low vision (BLV) typically do not get the same experience while participating in hands-on experiences due to accessibility. Over the course of approximately 9 months, common chemistry laboratory experiments were adapted and field tested for use in a residential school for the blind. These adaptations most commonly used a SciVoice Talking LabQuest and associated sensors, as well as other tactile methods.


Understanding College Students’ Exam Process In A General Chemistry Course, Willson Jun 2016

Understanding College Students’ Exam Process In A General Chemistry Course, Willson

Master's Theses

The main way most college chemistry courses assess what a student has learned is through a summative exam. After introductory science courses, such as general chemistry, many students cite poor teaching and disappointing grades in these courses as a reason for dropping out of STEM programs. There has been a lack of qualitative research on students’ experiences of the complete process of taking an exam from start to finish, or the exam process, which includes preparing for an exam, taking an exam, receiving feedback, and responding to feedback after the exam has been graded.

My goal in this exploratory study ...


Probing Question Order Effect In Chemistry Concept Inventories, Molly Undersander, Travis J. Lund, Laurie S. Langdon, Marilyne Stains Apr 2016

Probing Question Order Effect In Chemistry Concept Inventories, Molly Undersander, Travis J. Lund, Laurie S. Langdon, Marilyne Stains

UCARE Research Products

The design of assessment tools is critical to evaluate accurately students’ understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students’ understanding and students’ performance. This potential impact has been labeled the question order effect in other literature. The set of studies described in this article tested whether question order effects were present within a concept inventory on acid-based chemistry. In particular, we tested whether the order of two conceptually ...


Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels Sep 2015

Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels

Journal of Science Education for Students with Disabilities

Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields ...


Molecular Collisions, Kaitlin A. Ordiway, Miranda Wharram, Steven Lauffer Jun 2015

Molecular Collisions, Kaitlin A. Ordiway, Miranda Wharram, Steven Lauffer

Lesson Plans

Our model is designed to simulate molecular collisions and prompt students to question the factors affecting collisions. It brings together chemistry, physics, and mathematics. Through the sliders and monitors on our interface page, students will be able to observe as well as manipulate the factors that affect inelastic collisions between two different molecules. Using the known kinetic energy equations and the velocity found from the frames per second, students will be able to calculate the distance traveled.


Firework Show, Kaitlin A. Ordiway, Miranda Wharram, Steven Lauffer Jun 2015

Firework Show, Kaitlin A. Ordiway, Miranda Wharram, Steven Lauffer

Lesson Plans

Our model allows student to create a firework show in order to distract zombies long enough to get food and get back to their home base. Students will use their knowledge of emission, light and energy to determine the best firework show possible.


Science For Visually Impaired Students And Accessible Technology, Lydia M. Moreland Jan 2015

Science For Visually Impaired Students And Accessible Technology, Lydia M. Moreland

Theses, Dissertations and Capstones

Blind and visually impaired students need appropriate methods and accessible technology in order to compete and advance in learning the science concepts. The study investigated the attitudes, perceptions, and knowledge of assistive technology used by science teachers of the visually impaired from a Mid-Atlantic state and how they are incorporated in the classroom. The participant response gives notice to what forms of assistive technology are used in frequency, and the training and comfort level to use the assistive technology. The open responses stated themes of teachers needing more training in visual impairment college programs to use assistive technology to increase ...


Experiences Teaching Stoichiometry To Students In Grades 10 And 11, Cynthia Denise Bridges Jan 2015

Experiences Teaching Stoichiometry To Students In Grades 10 And 11, Cynthia Denise Bridges

Walden Dissertations and Doctoral Studies

Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews ...


Using Interviews In Cer Projects: Options, Considerations, And Limitations, Deboarh G. Herrington, Patrick L. Daubenmire Nov 2014

Using Interviews In Cer Projects: Options, Considerations, And Limitations, Deboarh G. Herrington, Patrick L. Daubenmire

Peer Reviewed Articles

Interviews can be a powerful chemistry education research tool. Different from an assessment score or Likert-scale survey number, interviews can provide the researcher with a way to examine and describe what we cannot see, aspects such as feelings, thoughts, or explanations of thinking or behavior. Most people have no doubt seen countless interviews on TV news and talk shows. These sessions might convey interviewing as a spontaneous, easy, and straightforward process. However, using interviews as a meaningful research tool requires considerable thought, preparation, and practice. This chapter provides a general introduction to the use of interviews as a tool within ...


Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii Sep 2014

Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii

Books and Monographs

This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.


Safe Imaging Of Internal Organs, Stephanie Lash, Nathanial Burleigh, Katrijn Moulin Jun 2014

Safe Imaging Of Internal Organs, Stephanie Lash, Nathanial Burleigh, Katrijn Moulin

Lesson Plans

The purpose of this model is to demonstrate the common ion effect on the solubility of salts. In short the common ion effect states that the addition of a salt to a solution containing some common ion will decrease the degree of dissociation of a weak electrolyte in solution. This effect is especially important when creating the Barium contrast solution ingested by patients for some medical imaging procedures. The barium sulfate in this material is not harmful to the body, however some will dissociate into relatively harmless sulfate ions and toxic barium ions. In order to make the solution safe ...


This Is Your Brain On Civically-Engaged Chemistry, Hannah Sevian Apr 2014

This Is Your Brain On Civically-Engaged Chemistry, Hannah Sevian

Office of Community Partnerships Posters

This Freshman Seminar course for Chemistry majors is designed to introduce students to the college experience as well as to foster an interest in chemistry. The science of learning chemistry is the integrating theme. In Fall 2013, Professor Sevian customized the curriculum by linking her undergraduates with students at the Dever-McCormack School. Undergraduates apply basic chemistry concepts they learn in class to content-focused outreach activities in K-8 science classrooms. This course is part of the Civic Engagement Scholars Initiative (CESI), a three-semester UMass Boston program designed to support faculty with integrating community engagement into undergraduate courses.