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ERIC Number: EJ1135491
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2014-5349
Use of Chemistry Software to Teach and Assess Model-Based Reaction and Equation Knowledge
Pyatt, Kevin
Journal of Technology and Science Education, v4 n4 p215-227 2014
This study investigated the challenges students face when learning chemical reactions in a first-year chemistry course and the effectiveness of a curriculum and software implementation that was used to teach and assess student understanding of chemical reactions and equations. This study took place over a two year period in a public suburban high-school, in southwestern USA. Two advanced placement (AP) chemistry classes participated, referred to here as study "group A" (year 1), N = 14; and study "group B" (year 2), N = 21. The curriculum for a first-year chemistry course ("group" A) was revised to include instruction on reaction-types. The second year of the study involved the creation and implementation of a software solution which promoted mastery learning of reaction-types. Students in both groups benefited from the reaction-type curriculum and achieved proficiency in chemical reactions and equations. The findings suggest there was an added learning benefit to using the reaction-type software solution. This study also found that reaction knowledge was a moderate to strong predictor of chemistry achievement. Based on regression analysis, reaction knowledge significantly predicted chemistry achievement for both groups.
Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A