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ERIC Number: EJ1133563
Record Type: Journal
Publication Date: 2017-Feb
Pages: 4
Abstractor: As Provided
ISSN: ISSN-0021-9584
Using Interlocking Toy Building Blocks to Assess Conceptual Understanding in Chemistry
Geyer, Michael J.
Journal of Chemical Education, v94 n2 p202-205 Feb 2017
A current emphasis on teaching conceptual chemistry via the particulate nature of matter has led to the need for new, effective ways to assess students' conceptual understanding of this view of chemistry. This article provides a simple, inexpensive way to use interlocking toy building blocks (e.g., LEGOs) in both formative and summative assessments for this purpose.
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 - Descriptive
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1118749