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ERIC Number: ED441704
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 54
Abstractor: N/A
Reference Count: N/A
Conceptual Change and Chemistry Achievement: A Two-Dimensional Model.
Suits, Jerry P.
The results of this study are consistent with a two-stage model of learning chemistry, a multi-dimensional subject, in which students accumulate knowledge in stage one, and then restructure their knowledge in stage two. When cognitive, metacognitive and achievement variables were subjected to a predictive discriminant analysis (PDA) procedure, three qualitatively distinct achievement groups emerged. The rote learners were apparently stuck in stage one. Conversely, stage two began with a fork in the achievement pathway. Some learners, 'algorithm memorizers,' took the "low road" apparently because they sought and used memorized algorithms--a form of weak restructuring or tuning. Conversely, other learners, 'conceptualizers,' took the "high road" because they tended to possess a coherent set of attributes that allowed them to create new knowledge structures--a form of strong restructuring. Analysis of writing journals revealed different perceptions among the three groups. Also, two extra exam question sets on conceptual knowledge redefined group membership for some students. Overall, this study provides an empirical model--a graphical achievement method--that could serve as a methodological bridge between student achievement characteristics and domain-specific conceptual change models (DS-CCM). Based on these results, several suggestions are made for further research studies and effective instructional interventions. (Contains 84 references.) (Author/YDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A