Prev. Article Next Article Table of Contents

Article

Interactive Demonstrations for Mole Ratios and Limiting Reagents

Citing Articles

Your current credentials do not allow retrieval of the full text.

Purchase the full-text

PDF/HTML,
figures/images,
references and tables,
(where available)

Crystal Wood and Bryan Breyfogle

Department of Chemistry, Missouri State University, Springfield, MO 65804

J. Chem. Educ., 2006, 83 (5), p 741

DOI: 10.1021/ed083p741

Publication Date (Web): May 1, 2006

Section:

History, Education, and Documentation

Abstract

The objective of this study was to develop interactive lecture demonstrations (ILD) based on conceptual-change learning theory. Experimental instruction was designed for an introductory chemistry course for nonmajors to address misconceptions related to mole ratios and limiting reagents. Students were asked a series of questions related to two chemical demonstrations via an electronic keypad system. Questions asked during the demonstrations included conceptual items, particulate items, and traditional textbook-style calculations. Results indicate that use of the ILDs decreased students' misconceptions and that they were a positive addition to the course. Students' understanding was determined via a pretest and posttest that included multiple-choice and free-response questions. Students showed significant improvement on the multiple-choice items after instruction. Evaluation of free-response items via a rubric indicated that participants understanding of stoichiometry increased. A large majority of student evaluations suggested that the interactive system had a positive effect on their learning.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Demonstrations

Keywords (Pedagogy):

Misconceptions / Discrepant Events

Keywords (Subject):

Learning Theories

View: Hi-Res PDF | PDF w/ Links

Citing Articles

View all 2 citing articles

Citation data is made available by participants in CrossRef's Cited-by Linking service. For a more comprehensive list of citations to this article, users are encouraged to perform a search in SciFinder.

This article has been cited by 2 ACS Journal articles (2 most recent appear below).

A Performance-Based Assessment for Limiting Reactants
Joi Phelps Walker, Victor Sampson, Carol O. Zimmerman, and Jonathon A. Grooms
Journal of Chemical Education2011 88 (9), 1243-1246
- A Performance-Based Assessment for Limiting Reactants
  Joi Phelps Walker, Victor Sampson, Carol O. Zimmerman, and Jonathon A. Grooms
  Journal of Chemical Education2011 88 (9), 1243-1246
  Educators are increasingly being called upon to provide evidence of student learning. Traditional assessments are not always the best venue for demonstrating conceptual understanding, particularly in science. This paper presents details on the design, use,...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Using the Activity Model of Inquiry To Enhance General Chemistry Students’ Understanding of Nature of Science
Sara C. Marchlewicz and Donald J. Wink
Journal of Chemical Education2011 88 (8), 1041-1047
- Using the Activity Model of Inquiry To Enhance General Chemistry Students’ Understanding of Nature of Science
  Sara C. Marchlewicz and Donald J. Wink
  Journal of Chemical Education2011 88 (8), 1041-1047
  Nature of science refers to the processes of scientific activity and the social and cultural premises involved in the creation of scientific knowledge. Having an informed view of nature of science is important in the development of scientifically literate ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links