Dissertations / Theses: 'Chemistry education'

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Lysyk, Roksolana. "Chemistry education in India." Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6591.

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Wu, Zhengyu. "Information technology in chemistry research and education /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164552.

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H-Duke, Michelle, and University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.

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The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
xiii, 312 leaves ; 28 cm.

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Pratt, Justin M. "Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual Understanding." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154203032638329.

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Eggen, Per-Odd. "Current chemistry : Experiments and Practice in Electrochemistry Education." Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for kjemi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11165.

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Martin, David. "Delivery of ITV Chemistry Classes." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/407.

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Western Kentucky University (WKU) offered a course entitled Biochemistry for the Health Sciences in the spring semester of 2007. The course was taught in Interactive Television (ITV) format, and was the first time a class had been taught in the format enabling two-way communication by the Chemistry Department. One section was present in an ITV broadcast classroom on the main campus in Bowling Green, Kentucky. Another section received the broadcast on the campus of Western Kentucky University-Owensboro (WKU-O), at Owensboro Community and Technical College (OCTC), located in Owensboro, Kentucky. The purpose of this thesis is to evaluate the delivery of the chemistry class and to ascertain if ITV is a suitable format for chemistry classes. Professor Larry Byrd taught the class in person to twenty-nine students in Bowling Green. David Martin, the author of this thesis, attended the class at WKU-0 along with one student, who was required to take the class for her Health Sciences major. The thesis addresses the technical aspects of an ITV class, the logistical challenges faced at both locations, the subject matter covered, and the reactions of students. A survey was administered to the Bowling Green class and the Owensboro student was interviewed. Suggestions for improvements were made for future classes. The conclusion is that ITV can certainly be used successfully for the delivery of chemistry classes. The student in Owensboro received an "A" for the semester. This result compared to 50% "A's", 32 % "B's", 9% "C's", and 9% "D's" and "W's" for the total class. The most needed improvement for the class is the inclusion of demonstrations of laboratory experiments on video. The technical and logistical challenges encountered can be overcome with more experience on the part of the professor and improvements in the courier transportation system. This particular class is scheduled to be offered via ITV in the fall 2007 semester and will be broadcast to multiple remote locations. This limited study of an ITV chemistry class shows that the delivery method is appropriate and reasonable. To broaden the statistical base for comparison of ITV classes to traditional classes, another series of experiments should be performed. A proposal for a study between a traditional class, an ITV main campus class, an ITV remote class, and a web-based class is included. This study is designed to compare student performance over a range of delivery methods for the same course.

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Nielsen, Sara E. "Examining Relationships Among Students' Beliefs, Chemistry Performance, and the Classroom Environment in High School Chemistry Classrooms." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1469550358.

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Rodriguez, Christian. "Investigating the Impact of College-Level General Chemistry Curricula on General Chemistry Students' Conceptions of Organic Acidity and Oxidation-Reduction." Thesis, State University of New York at Stony Brook, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932210.

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Chemistry students have historically struggled with conceptually understanding organic acidity and oxidation-reduction. Previously dominant approaches towards remediating students? misconceptions has been challenged by Explanatory Coexistence, which eludes to a competition between conceptions held within individuals. Conceptual reprioritization may be associated with the restructuring of conceptual dominance hierarchies, which may occur once a conceptual competition concludes. Investigation of conceptual reprioritizations of general chemistry students? conceptions of organic acidity and oxidation-reduction performed across multiple demographics using Rasch analysis, student interviews and argumentation quality assessment. Student samples belonged to two different general chemistry courses that used different curricula. One used a reform-based curriculum, that compared to the traditional curriculum, focused on discussion and argumentation. Student conceptions were captured, and tracked via repeated measures, using the ACIDI and ROXCI concept inventories. Results indicated both inventories were capable of detecting conceptual reprioritizations after instruction from both curricula. Student achievement was consistent across multiple demographic characteristics. Evidence of argumentation quality and its association with conceptual reprioritizations of organic acidity and dominant, scientifically accepted redox conceptions was collected. Individual interviews suggested conceptual reprioritizations may be attributed to their respective curricula, while also adding insight into thought processes that arose while taking both inventories. Suggestions for future work is also discussed, highlighting the development of community standards, ACIDI and ROXCI responses databases to assess general student representation, and modification of both inventories.

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Goei, Elisabeth Rukmini. "Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1280437800.

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Winberg, Mikael. "Simulation in University Chemistry Education : Cognitive and Affective Aspects." Doctoral thesis, Umeå : Umeå University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-799.

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Charnock, Nathan Lee. "Predictive Modeling of Enrollment and Academic Success in Secondary Chemistry." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/36.

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The aim of this study was to identify predictors of student enrollment and successful achievement in 10th grade chemistry courses for a sample drawn from a single academic cohort from a single metropolitan school district in Florida. Predictors included, among others, letter grades for courses completed in academic classes for each independent grade level, sixth through 10th grade, as well as standardized test scores on the Florida Comprehensive Assessment Test and demographic variables. The predictive models demonstrated that it is possible to identify student attributes that result in either increased or decreased odds of enrollment in chemistry courses. The logistic models identified subsets of students who could potentially be candidates for academic interventions, which may increase the likelihood of enrollment and successful achievement in a 10th grade chemistry course. Predictors in this study included grades achieved for each school year for coursework completed in mathematics, English, history, and science, as well as reported FCAT performance band scores for students from sixth through 10th grade. Demographics, socioeconomic status, special learning services, attendance rates, and number of suspensions are considered. The results demonstrated that female students were more likely to enroll in and pass a chemistry course than their male peers. The results also demonstrated that prior science achievement (followed closely by mathematics achievement) was the strongest predictor of enrollment in—and passing of—a chemistry course. Additional analysis also demonstrated the relative stability of academic GPA per discipline from year to year; cumulative achievement was the best overall indicator of course enrollment and achievement.

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Abell, Timothy Noah. "Investigating General Chemistry and Physical Chemistry Students' Understanding of Solutions Chemistry: The Development of the Enthalpy and Entropy in Dissolution and Precipitation Inventory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555083886097745.

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Skipworth, Carnetta. "Teachers' Resource for Materials and Environmental Chemistry." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/568.

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In many secondary education chemistry classrooms, teachers have a difficult time introducing chemistry topics in a way that will be interesting to the high school student. The development of a materials and environmental chemistry teacher's manual will help teachers introduce a variety of selected topics in an interesting fashion to the students. This manual focuses on the subjects covered for freshman and sophomore level students. The manual uses five separate experiments to introduce topics such as the electromagnetic spectrum and solubility. The five experiments include a test on tennis shoe stiffness and energy dissipation ability, pesticides in water, grease in vent hoods, concentration of salicin in willow, and a paint adhering test on a vehicle bumper. The manual introduces several chemistry concepts by relating the subject to projects that the students can understand because they are useful to society and the environment. By presenting the material in this manner, students should be able to focus on the specific concepts longer, thus understanding the concepts better. Some of the lessons cover a topic that is required by the American Chemical Society (ACS) for postsecondary education materials chemistry classes. The inclusion of these topics will increase the knowledge of future chemistry students in an area that will be required at multiple postsecondary education institutions. Each experiment topic includes background information, teacher information, lesson objectives, ACS topic and/or experimental subject covered, lesson, definitions, supplements, transparencies, and a worksheet.

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Zabih, Adam. "Student Understanding of Chemistry Concepts Related To Climate Science| A Survey for Use in Chemistry and Liberal Arts Courses." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270787.

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A survey was developed, implemented, and analyzed that assessed student understanding and their confidence in their understanding of chemistry concepts related to climate change. The survey is based upon interviews conducted with general chemistry students that identified their understanding towards climate science (Versprille & Towns, 2015) The survey was also refined through iterative implementations. The survey has 29 questions composed of 12 paired questions with the first pertaining to chemistry or the chemistry related to climate science followed by a question probing the student’s confidence in his/her response and five questions about the impacts of climate change. Analysis of the results of the survey given to 276 general chemistry students at a large mid-western research institution will be presented. The survey can be used for assessing student understanding of the chemistry associated with climate science and their associated confidence in this understanding and thus can impact upon faculty’s approach to teaching this content in general chemistry and liberal arts courses. Suggestions for implementation will be discussed.

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Galloway, Kelli R. "Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946.

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Aydin, Sevgi. "Examination Of Chemistry Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614327/index.pdf.

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The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo
PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo
PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo
difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.

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Garcia, Carmen Alicia. "Tracking Chemistry Self-Efficacy and Achievement in a Preparatory Chemistry Course." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1638.

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Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.

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Johnson, Sarah R. "Facilitating Conceptual Learning in Quantitative Chemistry." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2617.

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Traditional chemistry laboratory courses have a manual consisting of “step-by-step” experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared to the traditional manual (0.600 average difficulty). T-test showed significant difference between item difficulty, p = 0.029. Using null hypotheses, the new laboratory manual led to an increase in students’ conceptual knowledge and research skills. They were able to use their knowledge and skills to successfully solve real-world related problems.

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Drury, Thomas Adam. "The development of courseware for chemistry teaching." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318269.

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Martinez, Kelley Vineyard. "Addressing Heat Energy and Temperature Misconceptions in High School Chemistry." Thesis, California State University, Long Beach, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978080.

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The purpose of this study was to identify misconceptions and perceptions of best teaching practices to better bring about conceptual change in thermodynamics, a core idea within the high school physical science Next Generation Science Standards. This study identified student misconceptions related to a thermodynamics unit, focusing on misconceptions related to temperature and energy, temperature and perceptions of hot/cold, and heat capacity. I also sought to identify factors that students and I, separately, identified as affecting their thinking. Data includes a pre-test and a post-test given to high school chemistry students. The instruments included multiple-choice and free-response questions. I also kept a teacher journal of my thoughts throughout the unit. The unit was somewhat successful in addressing heat energy and temperature misconceptions as more students answered post-test questions correctly when compared to the pre-test responses. Students identified labs and out of class experiences as affecting their thinking, which I agree with and would also include activities that make students more aware of their own thinking along with group discussion and modeling.

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DeBernardo, Holly S. "Undergraduate Science Education of Pre-Service Teachers: The Relationship to Self-Efficacy of High School Chemistry and Biology Teachers." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341503060.

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Villalta-Cerdas, Adrian. "Development and Assessment of Self-explaining Skills in College Chemistry Instruction." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5323.

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The prevalent trend in chemistry instruction relies on what has been described as the classroom game. In this model, students take a passive role and the instructor does all the explaining (thinking), and learning is trivialized to knowing the correct answers (memorizing) and being able to produce them when prompted (regurgitating). The generation of explanations is central to scientific and technological development. In the process of figuring out explanations, the generation of inferences relies on the application of skills associated with scientific behaviors (e.g., analytical reasoning and critical thinking). The process of explanation generation causes a deeper analysis and revision of the scientific models, thus impacting the conceptual understanding of such models. Although the process of generating authentic explanations is closer to the experience of doing science, this process is seldom replicated in science instruction. Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarized as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. The purpose of this work was to advance knowledge in this area by investigating the effect of different self-explaining tasks on self-explaining behavior and the effect of engaging in different levels of self-explaining on learning chemistry concepts. Unlike most of the research in the field, this work did not focus on advancing procedural knowledge through self-explanation of examples or conceptual understanding through self-explanation of textual information and concepts. Instead, it focused on an experience closer to doing science by presenting a familiar phenomenon to the participants and a fact that would potentially induce cognitive imbalance to then prompt them to self-explain. This work used a multi-condition, mixed-method approach to categorize students' self-explaining behaviors in response to learning tasks and link it to the performance in a post-learning task. Students were randomly assigned to conditions that included the following: studying an experts' explanation, explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Data were gathered in the classroom ecology of a university, large-enrollment general chemistry course. Content and construct validity evidence support the functionality of the research instruments for the assessment of conceptual understanding of entropy and the Second Law of Thermodynamics. An in-depth analysis of the post-learning task showed that the data collected from the instrument is reliable, consistent and reproducible. Findings supported an association between the self-explaining tasks and students' self-explaining behaviors. Results showed distinct categorical self-explaining behaviors in students' written responses. These self-explaining behaviors were associated with the self-explaining task given to the students. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrollment college chemistry classroom environments. Comparison analyses of performance in the post-learning task suggested that in the context of large-enrollment college chemistry classroom environments, self-explaining activities improved students' conceptual understanding in chemistry. Overall, the work showed that students can self-explain chemical phenomena and apply the underlying chemistry concepts in the resolution of novel problems without direct intervention of an instructor. This work supports the incorporation of self-explaining activities in the repertoire of teaching practices of both experienced and novice instructors for general chemistry courses.

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Shah, Iqbal. "Making university laboratory work in chemistry more effective." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/7218/.

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This study describes a survey which was conducted with 193 students and related particularly to their experience in a physical chemistry laboratory which did not involve pre-laboratory exercises. Pre-laboratory exercises were then developed for this laboratory and a second survey was conducted the following year, with a sample of 211. After the second survey, 60 students were also interviewed in groups in order to gain more information about their perceptions of the pre-laboratory exercises. A third survey was conducted with 229 first year chemistry students at the outset of their university chemistry course to explore their perceptions as they looked back on their school experience. Surveys were then carried out in Pakistan with three different groups: first year BSc. students (229), second year BSc. students (150), and BEd. Trainee Secondary Teachers (118), all these groups being drawn from Allama Iqbal Open University, Islamabad. The aim was to explore student perception in a situation where laboratory work was not well established. In the surveys of Scottish students' views about their school and university laboratory experiences, it is clear that, at both levels, the students have positive attitudes towards their experiences. At school level, this reflects the well organised laboratory work which is strongly integrated with other teaching. At university level, the long established place of laboratory work has led to a well organised system. The overall importance from the results of this survey was that students saw the importance of laboratory work and wished it to be a successful and satisfying experience. In the Pakistan surveys, attitudes towards laboratory work are also positive. However, as there is little laboratory work at school, this can be seen as an indication that more is wanted while, at university, the laboratory work is much less well developed compared to Scotland and there is clear evidence that student views are becoming increasingly polarised with experience, a matter of some concern. Rigorous comparisons between Scotland and Pakistan were not considered appropriate in that the social, educational and professional structures are so very different.

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Chiang, Kuang-Hsu. "Relationship between research and teaching in doctoral education in UK universities : the cases of education and chemistry." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019240/.

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This study aims to investigate the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. There is substantial literature on this relationship in higher education, and there has been much debate about whether they are complementary or competitors for the resources of universities. There is however, little research at the level of doctoral education. This may be because it appears to be self evident that there is a posit. ve link at the doctoral level. However this is a hypothesis that needs testing. In order to do this testing, a questionnaire composed of two major dimensions of doctoral education - Supervision and Research environment for doctoral students - was distributed to about 2,200 full-time doctoral students in Education and Chemistry in UK universities. The dimension of supervision was divided into three components - the supervisor's facilitation of learning, his or her accessibility and the relevance of the supervisor's research to that of the student. The dimension of research environment for doctoral students was categorised into four components - the academic culture of social interaction, the intercultural facilitation of research (for international students), the research training programmes and research facilities. The relationship between staff research (the 1996 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed along the above dimensions. Follow-up interviews were also conducted with students. On the whole, little relationship between departmental research performance (the RAE scores) and effectiveness of doctoral education is found in Education and Chemistry, especially pertaining to the aspects of supervision. However, the results of research environment are more complex. With regard to disciplinary differences, although the general findings of a lack of a significant relationship between research and teaching apply to both Education and Chemistry departments, it is interesting to note that doctoral education is more favourably perceived on most counts in supervision and research environment for doctoral students in Chemistry than in Education. Finally, a theoretical framework of research training structures to discuss these findings is offered.

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Green, Travis Cole. "Functional Materials and Chemistry Education: Biomimetic Metallopolymers, Photoresponsive Gels and Infrared Cameras." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586520472810668.

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Cochran, Jennifer Peskind. "An ethnographic study of the instructional culture of introductory college chemistry /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487682558444737.

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McBride, Phil Blake. "REVITALIZING CHEMISTRY LABORATORY INSTRUCTION." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1070500644.

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Encarnacion, Marisol. "Does the use of clickers while incorporating small groups discussion increase student learning in the chemistry classroom." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591596.

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A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4–5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test.

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Carmel, Justin H. "Investigation and Evaluation of Scientific Reasoning Development in the College Chemistry Classroom." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436875753.

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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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Byrnes, Scott WIlliam. "Assimilative domain proficiency and performance in chemistry coursework." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/735.

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The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities -- visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains - Converging, Accommodating, Diverging, and Assimilating - to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental one-group pretest-posttest study was used to test the hypothesis that modifying a high school chemistry curriculum to accentuate a student's learning preference would result in a shift towards the Assimilative domain on the KLSI and if there was a correlation between the improvement in student learning and a shift towards the KLSI Assimilating domain. Forty-two high school students were issued the VAK and provided with differentiated instruction via homologous cooperative learning groups. Pre- and post-KLSI and chemistry concepts tests were administered. T test analyses showed no significant shift towards the Assimilating domain. Further Pearson's r analyses showed no significant correlation between the KLSI and exam scores. This study contributes to social change by providing empirical evidence related to the effectiveness infusing learning styles into the science curriculum and the integration of the KLSI to monitor cognitive development as tools in raising standardized test scores and enhancing academic achievement. Results from the study can also inform future research into learning styles through their incorporation into the science curriculum.

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Yang, Mei Jung. "Problem solving in chemistry at secondary school." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/2161/.

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In this project, the nature of open-ended problem solving is explored and working descriptions presented. In order to study the ways by which secondary pupils (ages 14-17) seek to solve open-ended problems in chemistry, a set of eighteen problems was devised. These were used with several hundred school pupils and data was gathered to examine the nature of difficulties experienced in facing such problems. The set of problems (described as units) was designed to be difficult and pupils worked in groups of three to seek solutions. They were encouraged to discuss the problem as they tried to solve it and to make notes of their attempts at solution. After each problem, they completed an assessment individually where they were asked to reflect on the process through which they had moved as they tried to solve the problem. Tape recordings of the discussions of many groups of pupils were made and other observations were made to build up a more complete picture. The information obtained was analysed and summarised to seek to gain insights into the process of problem solving where the problems were open-ended, unfamiliar and difficult. The main area of interest was to explore the way long term memory affected problem solving in such situations. Pupils enjoyed the units and liked working in groups. They tended to perceive the problems as difficult because they were unfamiliar and they felt they did not have enough knowledge. In fact, all the units were based specifically on the syllabus content and, therefore, pupils should have had enough knowledge. Nonetheless, they felt a knowledge inadequacy. It is possible that this observation might be linked to the lack of long term memory connections between islands of knowledge: while they should have known the key facts, perhaps the way they were required to link them to solve the problem was itself a major source of difficulty.

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Vandermeer, Sarah Satorius. "A qualitative study of lecture strategies in a high school chemistry class /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588249821999.

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Villafañe-García, Sachel M. "Use of Assessments in College Chemistry Courses: Examining Students' Prior Conceptual Knowledge, Chemistry Self-efficacy, and Attitude." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5591.

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Students' retention in STEM-related careers is of great concern for educators and researchers, especially the retention of underrepresented groups such as females, Hispanics, and Blacks in these careers. Therefore it is important to study factors that could potentially influence students' decision to stay in STEM. The work described in this dissertation involved three research studies where assessments have been used in college chemistry courses to assess students' prior content knowledge, chemistry-self-efficacy, and attitude toward science. These three factors have been suggested to have an influence on students' performance in a course and could eventually be a retention factor. The first research study involved the development and use of an instrument to measure biochemistry prior knowledge of foundational concepts from chemistry and biology that are considered important for biochemistry learning. This instrument was developed with a parallel structure where three items were used to measure a concept and common incorrect ideas were used as distractors. The specific structure of this instrument allows the identification of common incorrect ideas that students have when entering biochemistry and that can hinder students' learning of biochemistry concepts. This instrument was given as pre/posttest to students enrolled in introductory biochemistry courses. The findings indicated that some incorrect ideas are persistent even after instruction, as is the case for bond energy and the structure of the alpha helix concepts. This study highlights the importance of measuring prior conceptual knowledge; so that instructors can plan interventions to help students overcome their incorrect ideas. For the second research study, students' chemistry self-efficacy was measured five times during a semester of preparatory college chemistry. Chemistry self-efficacy beliefs have been linked to students' achievement, and students with stronger self-efficacy are more likely to try challenging tasks and persist in them, which will help them to stay in STEM. Using multilevel modeling analysis to examine potential differences in students' self-efficacy beliefs by sex and race/ethnicity, it was found that there were some differences in the trends by race/ethnicity. In particular, we found that for Hispanic and Black males the trends were negative when compared with White males. This study highlights the importance of measuring self-efficacy at different time points in the semester and for instructors to be aware of potential differences in their students' confidence when working on a chemistry task. The third research study involves the use of the Test of Science Related Attitudes (TOSRA) in an introductory chemistry course. A shortened version of the instrument that includes three scales, normality of scientists, attitude toward inquiry, and career interest in science was used. The first purpose of this study was to gather validity evidence for the internal structure of the instrument with college chemistry students. Using measurement invariance analysis by sex and race/ethnicity, it was found that the internal structure holds by sex, but it did not hold for Blacks in our sample. Further analysis revealed problems with the normality scales for Blacks. The second purpose was to examine the relationship between the scales of TOSRA, achievement in chemistry, and math prior knowledge. Using Structural Equation Modeling (SEM) it was found that two of the TOSRA scales, attitude toward inquiry and career interest in science, have a small but significant influence on students' achievement in chemistry. This study highlights the importance of examining if the scores apply similarly for different group of students in a population, since the scores on these assessments could be used to make decisions that will affect student. The research studies presented in this work are a step forward with our intention to understand better the factors that can influence students' decisions to stay or leave STEM-related careers. Each study has provided psychometric evidence for the use of three different assessments in college chemistry courses. Instructors can use these assessments in large and small lecture classrooms. Information obtained from these assessments can then be used to make target interventions to help students learn and/or be more confident on a given task. Also, it highlights the importance to look at different group of students, such as the underrepresented groups, since response trends may be different. Being aware of students' diverse needs will help us to understand some of the challenges that student face in the chemistry classroom. Understanding some of these challenges will help instructors be more prepared for teaching.

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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.

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Ng, Yan-wing. "Learning of environmental chemistry and information technology skills through computer-mediated cooperative group investigation." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057945.

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Deratzou, Susan Vaidya Sheila R. "A qualitative inquiry into the effects of visualization on high school chemistry students' learning process of molecular structure /." Philadelphia, Pa. : Drexel University, 2006. http://hdl.handle.net/1860/1217.

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Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.

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Evans, Margaret Quinn. "DEVELOPING A SCIENCE UNIT PLAN THAT IS BOTH INTERESTING AND EFFECTIVE FOR SECONDARY SCHOOLS." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1430206786.

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Bowen, James Iddon. "Student continuation in high school chemistry." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-11172006-122201/unrestricted/Bowen.pdf.

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Jayaraman, Uma Devi. "Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39882.

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CITE/Mathematics and Science Education
Ed.D.
This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources.
Temple University--Theses

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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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Lapierre, Keith. "Exploring Students’ Interpretations of Reactions and Self-Efficacy Beliefs in Organic Chemistry in a Redesigned Organic Chemistry Curriculum." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39887.

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Organic Chemistry has been described as a challenging and confusing course for undergraduate students. Novices in the field have been struggling to understand fundamental concepts relating to organic mechanisms and organize their knowledge around surface features such as functional groups rather than deep underlying features. At the University of Ottawa, a new “Mechanistic patterns and principles” curriculum was designed and implemented, organized by the underlying mechanistic patterns that govern reactions rather than the traditional surface features approach. The redesigned curriculum emphasizes principles of reactivity in organic chemistry and is organized in a gradient of difficulty. The three studies included within this work act as part of a larger evaluation of the redesigned curriculum, specifically investigating an instrument to assess the formation of expertise in organic chemistry and an instrument to capture self-efficacy beliefs in organic chemistry as students progress throughout the curriculum. In the first two studies, an open and closed online categorization task was delivered to Organic Chemistry II students at both the beginning and end of their course. The open sort provided insights regarding how participants choose to sort, while the closed sort measured participants' ability to categorize reactions according to their underlying mechanistic pattern. In the first study, we provide an in-depth analysis of the changes in expertise that occur with respect to the expertise of their choices and ability. Findings from this work demonstrated a positive shift from students attending to surface to process-oriented features in the open sort, as well as an increase in students’ ability in the closed sort. The following-up study investigates the relationship between the expertise demonstrated by participants in the open and closed sorts. Additionally, this work compares these measures of expertise against varies other metrics, including a high-stakes categorization task, and academic performance to increase the validity, and probes at the reliability of findings. Findings from this work demonstrate a strong relationship between the expertise demonstrate in the online task and academic performance, as well as describe an evolving relationship between the expertise demonstrated in students’ choice and ability as they progress throughout the course. While previous work in the evaluation of the curriculum demonstrated that students possess greater ability, it is unknown whether this also translates to an increase in their beliefs about their abilities. The last study included within this work moves beyond cognitive outcomes of the curriculum to investigating the role of self-efficacy beliefs in the curriculum. Self-efficacy beliefs are defined as an individual’s belief in their capability to perform a specific task or objective successfully. This work intends to construct and validate a task-specific, multi-dimensional self-efficacy beliefs instrument for undergraduate students in the domain of organic chemistry. Pre-administration validity evidence, including test content and response process validity, was collected. Data for internal structure validity evidence was collected from a single administration with Organic Chemistry I students (N=78) to 7-factor structure within the final 39 item instrument. Due to the small sample size, these results are interpreted with extreme caution. Future work with this instrument aims to improve the validity evidence collected by expanding the sample size and evaluate the influence curriculum on self-efficacy beliefs, and who, based on demographic variables, may be benefiting the most from the transformed curriculum.

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Abdalla, Abdalla M. L. "An evaluation of first year practical chemistry in Jordanian universities." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256818.

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de, Roulhac Selma Lee. "COMPARISON OF CHEMICAL PROCESS SIMULATION PROGRAMS FOR EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275282.

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Hill, John Orford. "Scientific literacy and the reform of science education in Australia a chemistry perspective /." Connect to this title online, 2006. http://eprints.unimelb.edu.au/archive/00001298/.

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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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Fechner, Sabine. "Effects of context oriented learning on student interest and achievement in chemistry education /." Berlin : Logos, 2009. http://d-nb.info/999759590/04.

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McFarland, Alyn Galway. "The changing role of A-level chemistry in the Northern Ireland education system." Thesis, Ulster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412135.

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Wells, Brian Edgar. "Distance education Advanced Placement Chemistry 4222 : development of a pilot web-based course /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0017/MQ47511.pdf.

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Dissertations / Theses on the topic 'Chemistry education'

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