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ERIC Number: EJ888338
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1756-1108
Learning Stoichiometry: A Comparison of Text and Multimedia Formats
Evans, Karen L.; Yaron, David; Leinhardt, Gaea
Chemistry Education Research and Practice, v9 n3 p208-218 2008
Even after repeated instruction, first year college chemistry students are often unable to apply stoichiometry knowledge to equilibrium and acid-base chemistry problems. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes more meaningful learning. This study compares a technology-rich stoichiometry review course with a text-based study guide. The technology-rich course included: an overarching real-world story to both motivate the students and integrate ideas; the use of an exploratory virtual laboratory to support concept development and procedural practice; a variety of practice contexts; and feedback on both intermediate actions and submitted answers during student practice. The text-based study guide covered the same topics but without the dynamic interface, timely and informative feedback, or overarching storyline. Entering college freshmen volunteers were randomly assigned to either the technology-rich or the text-based materials. Analysis of post-test scores revealed a significant but small advantage for participants studying from the technology-rich course, but it was less important than the effects of SAT scores and gender. The degree of interaction with the Virtual Lab simulation was significantly directly related to post-test performance and eclipsed any effect of prior knowledge as measured by the SAT. (Contains 5 tables and 4 figures.)
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: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)