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Impact of Fill-In-The-Nodes Concept Maps on Low Prior-Knowledge Students Learning Chemistry: A Study on the Learning Achievements and Attitude toward Concept Maps
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Quan-Thanh Huynh; Yu-Chuan Yang – Chemistry Education Research and Practice, 2024
Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency.…
Descriptors: Prior Learning, Concept Mapping, Chemistry, Science Instruction
Organic Chemistry Students' Fragmented Ideas about the Structure and Function of Nucleophiles and Electrophiles: A Concept Map Analysis
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Anzovino, Mary E.; Bretz, Stacey Lowery – Chemistry Education Research and Practice, 2016
Organic chemistry students struggle with multiple aspects of reaction mechanisms and the curved arrow notation used by organic chemists. Many faculty believe that an understanding of nucleophiles and electrophiles, among other concepts, is required before students can develop fluency with the electronpushing formalism (EPF). An expert concept map…
Descriptors: Organic Chemistry, Concept Mapping, Scientific Concepts, Molecular Structure
Using Concept Mapping to Uncover Students' Knowledge Structures of Chemical Bonding Concepts
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Burrows, Nikita L.; Mooring, Suazette Reid – Chemistry Education Research and Practice, 2015
General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore,…
Descriptors: Concept Mapping, Science Instruction, College Science, Undergraduate Students
Biogeochemical Cycles for Combining Chemical Knowledge and ESD Issues in Greek Secondary Schools Part II: Assessing the Impact of the Intervention
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Koutalidi, Sophia; Psallidas, Vassilis; Scoullos, Michael – Chemistry Education Research and Practice, 2016
In searching for effective ways to combine science/chemical education with EE/ESD, new didactic materials were designed and produced focussing on biogeochemical cycles and their connection to sustainable development. The materials were experimentally applied in 16 Greek schools under the newly introduced compulsory "school project" which…
Descriptors: Biochemistry, Science Instruction, Secondary School Science, Intervention
Establishing Open-Ended Assessments: Investigating the Validity of Creative Exercises
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Lewis, Scott E.; Shaw, Janet L.; Freeman, Kathryn A. – Chemistry Education Research and Practice, 2011
Open-ended assessments, defined as assessments with a large set of possible correct answers, by nature lend themselves to concerns regarding accurate and consistent grading. This article describes one particular open-ended assessment, named Creative Exercises (CE), designed for promoting students' interconnection of concepts in a college general…
Descriptors: Evidence, Concept Mapping, Knowledge Level, Chemistry
Using Word Associations for Assessing Non Major Science Students' Knowledge Structure before and after General Chemistry Instruction: The Case of Atomic Structure
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Nakiboglu, Canan – Chemistry Education Research and Practice, 2008
Determining students' knowledge structure is important for assessing what a learner knows about a domain of knowledge. Traditional assessment methods are not always appropriate for exploring students' knowledge structure and changes during the learning period. This study investigates how the existing knowledge structure of the learners interacts…
Descriptors: Foreign Countries, Student Teachers, Student Evaluation, Prior Learning