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Measuring Conceptual Change in Organic Chemistry

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Jane Gradwohl Nash

Department of Psychology, Stonehill College, Easton, MA 02357

Louis J. Liotta

Department of Chemistry, Stonehill College, Easton, MA 02357

Ralph J. Bravaco

Department of Mathematics and Computer Science, Stonehill College, Easton, MA 02357

J. Chem. Educ., 2000, 77 (3), p 333

DOI: 10.1021/ed077p333

Publication Date (Web): March 1, 2000

Section:

History, Education, and Documentation

Abstract

Researchers in science education have become increasingly interested in conceptual change and techniques used to assess this change in the context of a course. Employing a methodology used by M. Naveh-Benjamin et al. (1986), structural knowledge (knowledge of how concepts within a domain of information are related) was measured at the beginning and end of the semester for 65 students enrolled in Organic Chemistry. Data were analyzed using the modified ordered-tree technique, which yields a hierarchical representation of an individual's knowledge structure. Results showed that students' knowledge structure changed significantly by semester's end: their knowledge trees showed more depth and shared more common chunks (sets of related concepts) with the trees of their respective professors. Additionally, both knowledge measures were significantly correlated with final grade. These findings suggest that the modified ordered-tree technique is a useful procedure for revealing conceptual change that takes place in a chemistry course. Further assessment and pedagogical implications are discussed.

Keywords (Audience):

Second-Year Undergraduate

Keywords (Domain):

Organic Chemistry

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Learning Theories

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This article has been cited by 4 ACS Journal articles (4 most recent appear below).

Understanding Academic Performance in Organic Chemistry
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  Journal of Chemical Education2011 Article ASAP
  Successful completion of organic chemistry is a prerequisite for many graduate and professional programs in science, technology, engineering, and mathematics, yet the failure rate for this sequence of courses is notoriously high. To date, few studies have ...
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Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy
Linda C. Hodges , Lilia C. Harvey
Journal of Chemical Education2003 80 (7), 785
- Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy
  Linda C. Hodges , Lilia C. Harvey
  Journal of Chemical Education2003 80 (7), 785
  We have adapted the Structure of Observed Learning Outcomes (SOLO) taxonomy for evaluating student learning in a two-semester organic chemistry course sequence. The SOLO taxonomy describes student learning in five hierarchical levels related to the ...
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Following the Development of the Bonding Concept Using Knowledge Space Theory
Mare Taagepera , Ramesh Arasasingham , Frank Potter , Arash Soroudi and Giang Lam
Journal of Chemical Education2002 79 (6), 756
- Following the Development of the Bonding Concept Using Knowledge Space Theory
  Mare Taagepera , Ramesh Arasasingham , Frank Potter , Arash Soroudi and Giang Lam
  Journal of Chemical Education2002 79 (6), 756
  Students are introduced to the bonding concept in high school chemistry; the concept is reintroduced in general chemistry and again in organic chemistry. How does the student's level of understanding develop through the numerous chemistry courses? The ...
  Abstract | Hi-Res PDF | PDF w/ Links
Using Computer-Based Visualization Strategies to Improve Students' Understanding of Molecular Polarity and Miscibility
Michael J. Sanger and Steven M. Badger II
Journal of Chemical Education2001 78 (10), 1412
- Using Computer-Based Visualization Strategies to Improve Students' Understanding of Molecular Polarity and Miscibility
  Michael J. Sanger and Steven M. Badger II
  Journal of Chemical Education2001 78 (10), 1412
  This study reports how instruction including visualization strategies associated with computer animations and electron density plots affected students' conceptual understanding of two chemistry topics. Two sets of students responded to several conceptual ...
  Abstract | Hi-Res PDF | PDF w/ Links