Effects of computer simulated or laboratory experiments and student aptitude on achievement and time in a college general chemistry laboratory course

Cavin, Claudia S.; Lagowski, J. J.

doi:10.1002/tea.3660150604

Cited by 14 publications

(2 citation statements)

References 7 publications

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“…Cavin and Lagowski found no significant differences in scores on a practical lab exam between a group of students who used a computer simulation of a spectrophotometer and a group who practiced with the instrument in the lab. They attributed this to the success of computer instruction in teaching students how to perform important procedural steps (54 ).…”

Section: The Pre-laboratory Experiencementioning

confidence: 99%

Teaching Chemical Technique. A Review of the Literature

DeMeo¹

2001

J. Chem. Educ.

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The purpose of this study was to determine through a historical review of the literature some of the most effective ways to teach manipulative skills in chemistry. I reviewed chemical education journals, laboratory manuals, early American chemistry textbooks, analytical chemistry texts, and science education textbooks and journals that have to do with instructional methods of teaching laboratory technique in the chemistry laboratory from the mid-1800s to the present. Both anecdotal and research-based findings suggest that while it may be difficult to choose the "best" method to improve students' manipulative skills, it is clear that videos can be useful media to promote skill acquisition. Using videotapes, videodiscs, CD-ROMs, and the Internet can have several advantages, such as the ability to be edited, copied, and viewed multiple times. The review of the literature also strongly suggests that some sort of mental preparation combined with physical practice can beneficially affect students' laboratory skills. Mental preparation in the form of questions, summaries, or imaginary practice is cost effective and places minimal demands on the instructor. Using verbal behavior that encourages and is responsive to the student during these prelab sessions could be very effective in promoting psychomotor skills. Lastly, feedback seems to be a key component in mastering a skill. Although not widely validated by empirical studies in the chemical education literature, feedback has been shown to improve the learning of procedural knowledge.

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Section: The Pre-laboratory Experiencementioning

confidence: 99%

Teaching Chemical Technique. A Review of the Literature

DeMeo¹

2001

J. Chem. Educ.

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“…variables influence the success of CAI, it is safe to assume that the type of CAI used, as well as the subject matter of investigation, will affect the outcome of CAI research (Bear, 1984;Dence, 1980). In looking specifically at studies in which CAI has been used in chemistry education, some research showed that CAI served to enhance achievement (e.g., Boblick, 1972;Castleberry, Culp, & Lagowski, 1973;Cavin & Lagowski, 1978;Culp & Castleberry, 1971;Geban, ASkar, & Ozkan, 1992). Contradictory evidence about the effectiveness of CAI also exists.…”

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confidence: 99%

Effectiveness of Using Computer‐Assisted Supplementary Instruction for Teaching the Mole Concept

1995

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This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.

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Simulations in science education

Lunetta

Hofstein

1981

Science Education

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Effects of computer simulated or laboratory experiments and student aptitude on achievement and time in a college general chemistry laboratory course

Cited by 14 publications

References 7 publications

Teaching Chemical Technique. A Review of the Literature

Teaching Chemical Technique. A Review of the Literature

Effectiveness of Using Computer‐Assisted Supplementary Instruction for Teaching the Mole Concept

Simulations in science education

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