Computer‐based teaching techniques in general chemistry

Abstract

Statement of the ProblemThis study consisted of four major parts:(1) development of computer programs for use in an introductory college chemistry course; (2) an evaluation of the program in light of specific behavioral objectives, (3) an analysis of the extent to which the programs have provided for individual differences; and (4) a description and a general evaluation of the manner in which the programs functioned, in terms of logistics and administration, as a supplement to the introductory chemistry course. The evaluation is based upon an analysis of the extent to which students engaged in and possessed the desired behavior a t the completion of a program.A large portion of this study was developmental in nature. It has been pointed out by Darnowski,l Wing,z and Zinn that the computer can function in several modes: tutorial, remedial, drill and practice, and simulation. This study attempted to develop computer assisted instruction programs for introductory college chemistry which would function in these modes. The purpose of these programs was not to replace the instructor or even the graduate assistant ; but rather, to supplement their efforts. The ProgramsThe areas chosen for program development were quantitative relationships, selected theoretical aspects, and experiment simulation. Quantitative relationships were chosen for two reasons:1. .This is an area in which many students appear to experience difficulty and require help outside of class.It is an area which appears to be particularly amenable to the tutorialdrill and practice approach.Within the area of quantitative relationships, the topics chosen were (1) scientific notation, (2) the metric system, (3) temperature conversions, (4) percentage composition of compound, (5) heat, work, and energy units, (6) thermochemical problems, (7) calculation of formulas from composition data, (8) relationships between formulas, mass, moles, and gas volumes, and (9) balancing reactions.The area of theoretical aspects was chosen for very nearly the same reasons as quantitative relationships :1. It is another area in which some topics appear to give students difficulty and require help outside of class. . It was thought by the writers thatCAI Programs (which gave the students an opportunity to practice application of theory and response contingent, tutorial feedback) could provide the needed outside help.In this area the topics chosen were the following: (1) the law of constant composition;( 2 ) the law of conservation of matter;(3) the law of multiple proportions; (4) heat, work and energy relationships; (5) kinetic-molecular theory ; and (6) atomic structure. 197

Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

“…The ratio of boys to girls involved with computers appears to increase the more advanced, effortful, or costly the level of involvement (Hess & Miura, in press; Kiesler, Sproull, & Eccles, 1983). A number of studies have found no difference between boys and girls in attitudes toward learning with computers (Castleberry, Montague, & Lagowski, 1970), although girls may be more apprehensive about computer-assisted instruction than boys. Another purpose of the present study, therefore, was to compare the results of computer-assisted cooperative, competitive, and individualistic learning on male and female students.…”