ERIC Number: EJ1175136
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
The Effect of Teaching the Entire Academic Year of High School Chemistry Utilizing Abstract Reasoning
Page, Michael F. Z.; Escott, Patrick; Silva, Maritza; Barding, Gregory A., Jr.
Chemistry Education Research and Practice, v19 n2 p500-507 Apr 2018
This case study demonstrates the ability of high school chemistry students, with varying levels of math preparation, to experience learning-gains on state and district assessments as it relates to chemical reactions, thermodynamics, and kinetics. These advances were predicated on the use of a teaching style rooted in abstract reasoning. The methodology was presented to students and modeled by the instructor over an entire school year to reinforce key proportional relationships featured in the balanced chemical equation and related topics such as acids and bases, reaction rates, equilibrium, and conservation of matter. Despite the small sample size, there was a general increase in student success, indicated by a statistically significant difference between students receiving instruction rooted in concrete reasoning and students receiving instruction rich in abstract reasoning.
Descriptors: High School Students, Chemistry, Case Studies, Thermodynamics, Kinetics, Teaching Styles, Abstract Reasoning, Teaching Methods, Stoichiometry, Performance Based Assessment, Instructional Effectiveness, Educational Practices, Educational Strategies, Intervention, Statistical Analysis
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: firstname.lastname@example.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A