ERIC Number: ED360179
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Remediation, Bridging Explanations, Worked Examples and Discussion: Their Effectiveness as Teaching Strategies in a Freshman-Level Nonscience Major Chemistry Course.
Mason, Diana; Crawley, Frank E.
This research investigated the teaching of concrete chemical concepts and procedures to beginning chemistry students. Data were collected for this study from students enrolled in a university-level course for nonscience majors (n=171). In the topic studied, chemical bonding, four different teaching strategies were investigated: remediation of basic concepts, bridging explanations, worked examples, and student-initiated discussions of concepts. Statistical analyses were used to compare each teaching strategy against the exam score on chemical bonding. Results of these comparisons indicated that none of the strategies were superior (p>.05); however, each had notable strengths and weaknesses. The students in the remedial group had the worst attendance, but scored the highest of all treatment groups on the bonding exam. Students in the worked examples treatment group had the best attendance, but derived the least benefit as indicated by the smallest increase between pre- and posttests and the weakest performance on the bonding exam. (Author/PR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A