Using Interlocking Toy Building Blocks to Assess Conceptual Understanding in Chemistry

Autor/in	Geyer, Michael J.
Titel	Using Interlocking Toy Building Blocks to Assess Conceptual Understanding in Chemistry
Quelle	In: Journal of Chemical Education, 94 (2017) 2, S.202-205 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geyer, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.6b00551
Schlagwörter	Chemistry; Science Instruction; Secondary School Science; Science Teachers; High School Students; Student Evaluation; Knowledge Level; Scientific Concepts; Formative Evaluation; Summative Evaluation; Toys; Manipulative Materials; Hands on Science; Handheld Devices + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Wissensbasis; Toy; Spielzeug; Hilfsmittel
Abstract	A current emphasis on teaching conceptual chemistry via the particulate nature of matter has led to the need for new, effective ways to assess students' conceptual understanding of this view of chemistry. This article provides a simple, inexpensive way to use interlocking toy building blocks (e.g., LEGOs) in both formative and summative assessments for this purpose. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01