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ERIC Number: EJ1104116
Record Type: Journal
Publication Date: 2016-Jun
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0021-9584
Effectiveness of Inquiry-Based Lessons Using Particulate Level Models to Develop High School Students' Understanding of Conceptual Stoichiometry
Kimberlin, Stephanie; Yezierski, Ellen
Journal of Chemical Education, v93 n6 p1002-1009 Jun 2016
Students' inaccurate ideas about what is represented by chemical equations and concepts underlying stoichiometry are well documented; however, there are few classroom-ready instructional solutions to help students build scientifically accurate ideas about these topics central to learning chemistry. An intervention (two inquiry-based activities) was developed, piloted, and evaluated with common misconceptions in mind. The intervention was carried out in five sections of a high school chemistry class at a technical career campus, and pre/posttest data using a published instrument were collected to evaluate the intervention's effectiveness in building accurate stoichiometric concepts. Statistically significant growth with a large effect size occurred from pre to posttest demonstrating that the intervention improved conceptual understanding even though there were variations in the intervention delivery, as well as small differences detected between 11th and 12th grade student performance. The study, an action research project carried out by a teacher enrolled in a long-term professional development program, has implications for the value of rigorous materials design and evaluation framed by the chemistry education research literature. Study replication in other classroom contexts would be useful in further validating the learning outcomes of the activities. For practitioners, the activities studied here are free and available online for classroom use.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11; Grade 12; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Ohio
Grant or Contract Numbers: DRK121118749