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Autor/inn/en | Jeffery, Kathleen A.; Frawley Cass, Samantha M.; Sweeder, Ryan D. |
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Titel | Comparison of Students' Readily Accessible Knowledge of Reaction Kinetics in Lecture- and Context-Based Courses |
Quelle | In: Journal of STEM Education: Innovations and Research, 19 (2019) 5, S.5-13 (9 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1557-5284 |
Schlagwörter | Comparative Analysis; Kinetics; Lecture Method; College Science; Chemistry; Undergraduate Students; Context Effect; STEM Education; Science Instruction |
Abstract | This study examines differences in the ability of undergraduate students, taught in lecture-based or context-based general chemistry courses, to describe reaction kinetics. The subjects included 210 students from a residential science college at a large research university. Two open-ended questions were used to engage students' surface knowledge of reaction kinetics in three classes (two lecture-based chemistry, one context-based chemistry). The constant comparison method was used to generate common themes mentioned by students for a quantitative assessment. The results showed that students in the context-based course accurately discussed mathematics (59% v. 31%), energy (44% v. 7.8%), rate-changing factors (46% v. 22%), and the particulate level (27% v. 14%) significantly more than those in the lecture-based course. Despite a much lower emphasis on quantitative problems, the context-based students were more likely to include accurate equations than their lecture counterparts (51% v. 11%). Through a separate qualitative analysis, half of the context-based and one quarter of the lecture-based responses were judged as good or excellent. These findings provide evidence of the success of context-based learning in providing students with accurate and easily accessible knowledge of reaction kinetics. (As Provided). |
Anmerkungen | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |