Investigation of Effects and Stability in Teaching Model Competence

Mikelskis-Seifert, Silke; Leisner, Antje

doi:10.1007/1-4020-3673-6_27

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…However, it appears that, for this cohort of students, a working knowledge of the particulate nature of matter was not necessary, and the successful students were able negotiate the mathematics of the problem without a significantly different understanding of the concept that matter is made up of tiny particles. It should be noted that there currently exist no data on the reliability of the BPCI in English; it was developed in German . Although this limits the utility of the BPCI, the translation of a validated survey seems unlikely to generate false negatives, especially considering that the significance was only p = .222.…”

Section: Resultsmentioning

confidence: 99%

“…Two further tests focused on the students’ domain-specific skills: their conceptual understanding of the particle nature of matter, as measured by the Berlin Particle Concept Inventory (BPCI); , and their understanding of the mole concept, as measured by the Mole Concept Achievement Test (MC-AT) …”

Section: Methodsmentioning

confidence: 99%

“…Three tools focused on the students' general cognitive abilities: formal reasoning ability, as measured by the Test of Logical Thinking (TOLT); 41,42 working memory capacity (i.e., short-term memory), as measured by the Digits Backward Test (DBT); 43−45 and cognitive development, as measured by the Longeot Test (LT). 46,47 Two further tests focused on the students' domain-specific skills: their conceptual understanding of the particle nature of matter, as measured by the Berlin Particle Concept Inventory (BPCI); 48,49 and their understanding of the mole concept, as measured by the Mole Concept Achievement Test (MC-AT). 50 Students' abilities in problem solving in stoichiometry were measured using two variables: attempt success rate (ASR) and total success rate (TSR).…”

Section: Cognitive Ability Tests and Problem-solving Ability In Stoic...mentioning

confidence: 99%

“…It should be noted that there currently exist no data on the reliability of the BPCI in English; it was developed in German. 49 Although this limits the utility of the BPCI, the translation of a validated survey seems unlikely to generate false negatives, especially considering that the significance was only p = .222. On the other hand, there was a significant difference in the understanding of the mole concept, which requires students to recognize and use the mole ratios delineated in chemical equations.…”

Section: Cognitive Abilitiesmentioning

confidence: 99%

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Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

2014

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This paper reports a comparison of a group of higher- and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students’ general and domain-specific cognitive abilities. Performance, strategies, and mistakes in the students’ problem solving in the field of stoichiometry were also investigated in detail. The study revealed that the major difference between higher- and lower-achieving students lies in their cognitive skills, especially in domain-specific (mole concept) skills and the ability to deal with complexity. Results suggest that a thoroughly differentiated set of tasks be applied in the undergraduate chemistry classroom: tasks with limited complexity and structured help or scaffolding are needed for lower-achieving students, whereas complex and abstract tasks are needed to challenge the higher-achieving students.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Cognitive Ability Tests and Problem-solving Ability In Stoic...mentioning

confidence: 99%

Section: Cognitive Abilitiesmentioning

confidence: 99%

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Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

2014

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“…Eine Übersicht zu den einzelnen Modellen und deren Grenzen ist in [2] zu finden. Ziel von Modellen ist die Veranschaulichung, Vereinfachung und Erklärung von Phänomenen [28]. Der Zeitpunkt zur Einführung des undifferenzierten Teilchenmodells wird in der Didaktik stark diskutiert.…”

Section: Das Teilchenmodell Im Anfangsunterrichtunclassified

Augmented Reality in inclusive chemistry education

Kempke

Zeidler

2022

Chemkon

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Zusammenfassung: Das Verständnis der submikroskopischen Ebene und der damit verbundenen Tatsache, dass alle Stoffe aus kleinsten Teilchen aufgebaut sind, stellt Schüler:innen im Chemieanfangsunterricht vor eine kognitive Herausforderung. Um diese Ebene verständlicher zu gestalten sind Augmented Reality (engl. erweiterte Realität, abgekürzt AR) -Anwendungen ein unterstützendes Medium und werden zunehmend in den Unterricht eingebaut. In dem folgenden Beitrag werden die Aggregatzustandsänderungen auf Teilchenebene in einer AR-Anwendung vorgestellt.

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Contributions from Science Education Research

Pintó¹,

Couso²

2007

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Investigation of Effects and Stability in Teaching Model Competence

Cited by 7 publications

References 5 publications

Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

Differences in General Cognitive Abilities and Domain-Specific Skills of Higher- and Lower-Achieving Students in Stoichiometry

Augmented Reality in inclusive chemistry education

Contributions from Science Education Research

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