NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776870
Record Type: Journal
Publication Date: 2007-Oct
Pages: 26
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0022-4308
Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab
Winberg, T. Mikael; Berg, C. Anders R.
Journal of Research in Science Teaching, v44 n8 p1108-1133 Oct 2007
To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of "spontaneous" use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups. The following are appended: (1) Scheme used for recording the frequency and character of student questions during laboratory work; (2) Interview Guide 1. (Contains 7 tables and 5 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden