The ‘Mole Environment’ studyware: applying multidimensional analysis to quantitative chemistry problems

Dori, Yehudit Judy; Hameiri, Mira

doi:10.1080/0950069980200305

Cited by 33 publications

(28 citation statements)

References 29 publications

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“…Evidence from peer-reviewed research on teacher and student understanding of the mole concept strongly suggests that the current definition is not well understood nor is it well communicated in textbooks [62,[64][65][66][67][68][69][70][71][72][73][74][75][76][77]. The classroom contexts of the research with students and teachers span the globe.…”

Section: Educational Papers Concerned About the Molementioning

confidence: 99%

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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Abstract:In the proposed new SI, the kilogram will be redefined in terms of the Planck constant and the mole will be redefined in terms of the Avogadro constant. These redefinitions will have some consequences for measurements in chemistry. The goal of the Mole Project (IUPAC Project Number 2013-048-1-100) was to compile published work related to the definition of the quantity 'amount of substance', its unit the 'mole', and the consequence of these definitions on the unit of the quantity mass, the kilogram. The published work has been reviewed critically with the aim of assembling all possible aspects in order to enable IUPAC to judge the adequateness of the existing definitions or new proposals. Compilation and critical review relies on the broadest spectrum of interested IUPAC members.

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Section: Educational Papers Concerned About the Molementioning

confidence: 99%

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Marquardt

Meija

Mester

et al. 2017

Pure and Applied Chemistry

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“…The process level was suggested and investigated by Dori & Hameiri (1998, 2003 and by Barak & Dori (2005). Understanding at the process level requires understanding the way substances react with each other.…”

mentioning

confidence: 99%

Question Posing, Inquiry, and Modeling Skills of Chemistry Students in the Case-Based Computerized Laboratory Environment

Kaberman

Dori

2008

Int J of Sci and Math Educ

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A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized hands on experiments and molecular modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL and CMM learning environment on students' higherorder thinking skills of question posing, inquiry, and modeling. The experimental group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre-and post-tests questionnaires were used to assess students' higher-order thinking skills. Students' responses were analyzed using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test. The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all three examined skills. In modeling skills, experimental group students significantly improved their achievements in making the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D models. By presenting a case-based chemistry assessment tool and content analysis of students' responses in this paper, we enable teachers and educators to analyze their students' higherorder thinking skills both qualitatively and quantitatively.

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“…Researchers have also considered the potential of computers to assist in the teaching of the mole (Bilgin & Kirike, ; Dori, ; Green & Flinders, ; Nakhleh & Krajcik, ; Yalcinalp, Geban, & Ozkan, ). The Mole Environment by Dori and Hameiri (, ) is an example. This program incorporated mole‐related problems at several cognitive levels that progressed in difficulty and complexity.…”

Section: Literature Reviewmentioning

confidence: 99%

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

2015

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The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions for classroom instruction. By means of videotaping and interviews, the case studies explored how the mole is presented and conceptualized in two secondary classrooms in two different countries, Australia and Taiwan. Data analysis was based on a concept map and focused on how two key ideas were presented in the lessons and perceived by the students: (1) the definition of the mole, and (2) the concept of molar mass. The findings show that during the lessons on the mole, most of the time was spent on solving stoichiometric problems. Conceptually, the number aspect of the mole, that is, Avogadro's number, was emphasized; the concept of molar mass was introduced without meaningfully connecting it to the concept of relative atomic/molecular mass. Although the students were able to solve relevant problems, they could not coherently explain the relations among the concepts. Two critical components for a conceptual understanding of the mole emerged: (1) the number aspect of the mole needs to be justified by its mass aspect, and (2) the connection between molar mass and relative atomic/molecular mass needs to be explicitly explained. The two components provide one explanation for students' algorithmic learning and their confusion in learning about the mole, and serve as concrete suggestions for improving classroom instruction. The study once again manifested the significance of teaching for conceptual understanding in science education. It also exemplifies how a concept map of a specific scientific concept can also be a useful analytical tool in educational research. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 181–214, 2016.

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The ‘Mole Environment’ studyware: applying multidimensional analysis to quantitative chemistry problems

Cited by 33 publications

References 29 publications

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

A critical review of the proposed definitions of fundamental chemical quantities and their impact on chemical communities (IUPAC Technical Report)

Question Posing, Inquiry, and Modeling Skills of Chemistry Students in the Case-Based Computerized Laboratory Environment

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms

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