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ERIC Number: ED036445
Record Type: Non-Journal
Publication Date: 1969-Feb
Pages: 108
Abstractor: N/A
Reference Count: N/A
Learning Difficulties Encountered by Students Studying the Chem Study Program.
Swartney, Ilene Joyce
This study was designed to identify those science concepts and mathematical skills that may be the source of student difficulty in learning chemistry as developed by the Chemical Education Materials Study (CHEMS). The instruments utilized were four Achievement Tests prepared by CHEMS. Each test item was analyzed to determine the concepts and/or skills necessary to give the desired response to that item. These concepts and skills were discussed during student interviews held following each of the four tests. The students interviewed earned scores that ranked among the lower 20 percent in School A or the lower 30 percent in School B. From these interviews, selected questions were chosen and were asked of those students who had earned scores which ranked within the top 20 percent in School A and the top 30 percent in School B on two out of the first three examinations. The results showed that the students earning low scores were (1) unable to define many technical terms, (2) could not verbalize key concepts, (3) did not possess the ability to solve simple algebraic equations, (4) could not solve problems of a quantitative nature, and (5) lacked the skills necessary to interpret graphs and charts. These same difficulties were present to a limited extent among students who performed at a satisfactory level. (RR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers - Assessments and Surveys: Watson Glaser Critical Thinking Appraisal