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Students Using Chemistry Courseware - Insights from a Qualitative Study
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Abstract
A qualitative research study employing stimulated recall interviewing explored student understanding in computer-aided instruction in first-year university chemistry. The study involving 36 students and 32 interviews covered four types of computer-based task: a simulated experiment, a supplementary experiment to a practical laboratory, a problem-solving tutorial, and an exercise using solid-state animations. Analysis of the data showed that although all students completed the tasks, they frequently failed to understand the material presented. Prior knowledge assumed in the task and lack of appropriate feedback often contributed to the task's not matching the learning needs of students. The study revealed the inadequacy of the linear instructional design of the tasks investigated.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Teaching with TechnologyKeywords (Pedagogy):
Computer-Based LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 1 ACS Journal articles (1 most recent appear below).
Implications of Cognitive Science Research for Models of the Science Learner
William R. Robinson , Ala SamarapungavanJournal of Chemical Education2001 78 (8), 1107Implications of Cognitive Science Research for Models of the Science Learner
William R. Robinson , Ala SamarapungavanJournal of Chemical Education2001 78 (8), 1107This paper describes a theoretical model of knowledge based on recent cognitive science research on science learning and discusses implications of the model for science teaching. According to this model, knowledge frameworks act as an individual's ...
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- Received: August 03, 2009
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