"Interactive Demonstrations for Mole Ratios and Limiting Reagents" by Crystal Wood and Bryan Breyfogle
 

Interactive Demonstrations for Mole Ratios and Limiting Reagents

Abstract

The objective of this study was to develop interactive lecture demonstrations (ILD) based on conceptual-change learning theory. Experimental instruction was designed for an introductory chemistry course for nonmajors to address misconceptions related to mole ratios and limiting reagents. Students were asked a series of questions related to two chemical demonstrations via an electronic keypad system. Questions asked during the demonstrations included conceptual items, particulate items, and traditional textbook-style calculations. Results indicate that use of the ILDs decreased students' misconceptions and that they were a positive addition to the course. Students' understanding was determined via a pretest and posttest that included multiple-choice and free-response questions. Students showed significant improvement on the multiple-choice items after instruction. Evaluation of free-response items via a rubric indicated that participants understanding of stoichiometry increased. A large majority of student evaluations suggested that the interactive system had a positive effect on their learning.

Department(s)

Chemistry and Biochemistry

Document Type

Article

DOI

https://doi.org/10.1021/ed083p741

Keywords

first-year undergraduate, learning theories

Publication Date

2006

Journal Title

Journal of Chemical Education

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