Chemistry coursework interpretation evaluation

Students attended regular lecture sessions twice per week and a peer-led problem-solving session once per week Gosser et al. From the research literature, it is clear that efforts to improve the success of students with low math aptitude are widespread and would benefit by furthering the evidence base as to why differentials persist in academic chemistry performance.

Chemistry coursework interpretation evaluation

Each study provided a means by which instructors could identify at-risk chemistry students via incoming preparation in mathematics. Of the students with math aptitude scores, students Participants Seven hundred fifty-five students were enrolled in the course during the study. Development and design of post-assessment survey prompts Following the finding that at-risk chemistry students at the research setting struggled most differentially on mole concept and stoichiometry assessment items Ralph and Lewis, , test items related to these topics were selected from those drafted by a committee of the course instructors. Students were able to freely edit their answers on the survey until the established deadline. Of these students, were enrolled with a registered math aptitude score ranging from to with a mean score of More recent work identifies at-risk students as those scoring at or below the bottom quartile of math aptitude scores for each semester's cohort, which will be used in the current study Lewis and Lewis, ; Ye et al. To be clear, we are not proposing that chemistry performance and mathematics proficiency are unrelated, as multiple chemistry topics require quantification and mathematic manipulation. Instead, we hypothesize from the reviewed literature that students enrolled in general chemistry at the research setting have the requisite algebraic manipulation skills needed for general chemistry. Data collection occurred during a semester where class sizes ranged from to students for four classes of off-sequence spring term , first-semester general chemistry. The scientific communication component of the Biochemistry major is designed so that students will: Understand and practice the principles of oral scientific presentations talks, posters. Communicate work to professional and general audiences in oral and written form in a manner that complies with accepted guidelines of scientific communication. One would then use the provided nomenclature, chemical formulae, or a chemical reaction to interpret coefficients and subscripts and discern the number of atoms comprising each substance and the stoichiometric ratio between reacting chemicals.

Instead, students were often observed to rely on proportional reasoning techniques e. Each study provided a means by which instructors could identify at-risk chemistry students via incoming preparation in mathematics.

Preparing for your acs examination in analytical chemistry

The current study, thereby, seeks to understand why the mole concept and stoichiometry present a disproportionate challenge to at-risk chemistry students and evaluate features of assessment design that result in the observed differential performance. E-mail: slewis usf. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry. Development and design of post-assessment survey prompts Following the finding that at-risk chemistry students at the research setting struggled most differentially on mole concept and stoichiometry assessment items Ralph and Lewis, , test items related to these topics were selected from those drafted by a committee of the course instructors. Despite the identification of the topics on which at-risk chemistry students most differentially perform and the success of students following proficiency on these topics, the study was unable to address why at-risk chemistry students differentially performed on these topics. Critically evaluate the chemical literature and use the content of articles to inform classroom and laboratory work. Understanding how these students experience disproportionate difficulty in chemistry has the potential to inform practices that serve to ameliorate gaps in performance and support more equitable, evidence-based practices for intervention, instruction, and assessment. Academic performance of students scoring at or below the 25th percentile on math aptitude scores The relationship between math aptitude by quartile and final grade in the course was considered to determine the academic outcomes achieved by chemistry students of variable math aptitude. Communicate effectively with well-designed posters and slides in talks or poster presentations aimed at scientific audiences as well as the general public. Become proficient in creating figures, graphs or other visual representations of data. Connections between concrete- and formal-operational reasoning to students of low math aptitude scores have been made in the literature Bender and Milakofsky, ; Lewis and Lewis, Learn the mechanics of writing a scientific paper or preparing an oral presenation. Purpose Chemistry courses serve as a primary conduit in the STEM pipeline, and remediation of the differential outcomes observed for these students could serve to diversify the population of students who emerge successfully Lee et al. Communicate work to professional and general audiences in oral and written form in a manner that complies with accepted guidelines of scientific communication. Each set of implications relies on the reasonable assumption that students of low math aptitude scores struggle with the mathematical components of chemistry.

Of these students, were enrolled with a registered math aptitude score ranging from to with a mean score of Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry.

To be clear, we are not proposing that chemistry performance and mathematics proficiency are unrelated, as multiple chemistry topics require quantification and mathematic manipulation.

Specific types of communication include written scientific reports, informal and formal oral presentations, and poster presentations. Five hundred forty-three students with registered math aptitude scores completed the cumulative final exam with a mean score of Become proficient in creating figures, graphs or other visual representations of data.

acs analytical chemistry exam

The final, cumulative exam followed a similar format with 45 multiple-choice and ten true-or-false assessment items. The current study, thereby, seeks to understand why the mole concept and stoichiometry present a disproportionate challenge to at-risk chemistry students and evaluate features of assessment design that result in the observed differential performance.

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chemistry coursework interpretation evaluation