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High School Chemistry Students' Learning of the Elements, Structure Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2003 High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics Knight Phares Roddy Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Roddy, Knight Phares, "High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: contributions of inquiry-based activities and exemplary graphics" (2003). LSU Doctoral Dissertations. 2431. https://digitalcommons.lsu.edu/gradschool_dissertations/2431 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. HIGH SCHOOL CHEMISTRY STUDENTS’ LEARNING OF THE ELEMENTS, STRUCTURE, AND PERIODICITY OF THE PERIODIC TABLE: CONTRIBUTIONS OF INQUIRY-BASED ACTIVITIES AND EXEMPLARY GRAPHICS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Knight Phares Roddy Jr. B.S., Louisiana State University, 1985 M.N.S., Louisiana State University, 1996 May, 2003 Copyright 2003 Knight Phares Roddy Jr. All rights reserved ii ACKNOWLEDGEMENTS I would first like to acknowledge the support that my family has given me throughout my years in education. I have had the faithful support and encouragement of my beloved wife, “Dr. Mrs.” Kevin Roddy, and my children, Knight, Kathryn, Angelle, Caroline, and Cooper, who have waited too long “for Daddy to finish his dissertation.” Thanks go to my parents, K and Elaine, and to my parents-in-law, Dr. Mike and Mrs. Judy, for their encouragement and support that has allowed me remain in the field of education. I also want to thank my Christian friends and family for their prayers and support over the years. I am thankful for the privilege of having worked with Dr. Jim Wandersee, my major professor, advisor, and coach throughout this educational marathon. It was the meaningfulness of his science education research program that first interested me in the doctoral program, and his excellent advice and guidance that helped me complete this journey. I would like to extend thanks to past and present members of my doctoral committee, Dr. Frank Cartledge, Dr. Earl Cheek, Dr. Rita Culross, Dr. Ron Good, and Dr. Richard Haymaker. I also have many friends in education who have encouraged and assisted me in this journey. Very special thanks go to my ever-faithful marathon cheerleaders, Dr. Daisy Slan and Dr. Brenda Nixon. I would not have completed this degree without Dr. Slan’s encouragement and support, and Brenda’s guidance and editorial assistance. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS............................................................................................... iii LIST OF TABLES ............................................................................................................ vii LIST OF FIGURES.......................................................................................................... viii ABSTRACT....................................................................................................................... ix INTRODUCTION................................................................................................................1 Rationale ..................................................................................................................1 Research Questions..................................................................................................4 Research Vee Diagram.............................................................................................5 Flow Chart of Research............................................................................................5 Definition of Terms..................................................................................................5 LITERATURE REVIEW...................................................................................................10 Scientific Literacy..................................................................................................10 Historical Development of the Periodic Table of the Elements.............................12 Forms of the Periodic Table and Other Graphics That Represent Periodicity..................................................................................................15 Instructional Strategies to Familiarize Students with the Elements of the Periodic Table..................................................................................18 Instructional Strategies to Assist Students in Learning About the Structure and Periodicity of the Periodic Table .........................................21 Research on Student Learning of Periodicity.........................................................25 Tufte's Theory of Graphic Excellence....................................................................28 The Pictorial Periodic Table ..................................................................................28 Periodic Table Data Maps......................................................................................29 Visual Cognition ....................................................................................................30 Cognitive Science ..................................................................................................30 Human Constructivism..........................................................................................34 Ausubel's Asssimilation Theory of Meaningful Learning .....................................34 Conceptual Change ................................................................................................35 Critical Junctures ...................................................................................................36 Research Methodology...........................................................................................37 Qualitative Data Collection Methods.....................................................................40 METHODS ........................................................................................................................45 Research Design.....................................................................................................45 Research Site..........................................................................................................45 Research Participants .............................................................................................46 Data Collection ......................................................................................................48 Protection of Human Subjects ...............................................................................50 iv Data Analysis .........................................................................................................50 Limitations .............................................................................................................52 The Periodic Table Unit Study...............................................................................52 Development of the Periodic Table Unit Study.....................................................54 Development of the Periodic Table Literacy Rubric (PTLR) ................................65 RESULTS AND DISCUSSION ........................................................................................68 Student Conceptions of the Elements, Structure, and Periodicity of the Periodic Table After Interview One...........................................................68 Students’ PTLR Ranking After Interview One......................................................72 Student Conceptions of the Elements, Structure, and Periodicity of the Periodic Table After Activity One .............................................................76 Student Reflections on Activity One .....................................................................78 Students’ PTLR Ranking After Activity One ........................................................80 Student Conceptions of the Elements and Structure of the Periodic Table After Activity Two.....................................................................................81 Student Reflections on Activity Two.....................................................................84 Students’ PTLR Ranking After Activity Two .......................................................86 Student Conceptions of the Elements and Structure of the Periodic Table After Activity Three...................................................................................87 Student Reflections on Activity Three...................................................................88 Students’ PTLR Ranking After Activity Three .....................................................89 Student Initial Reconstruction of the Periodic Table During Activity Four ..........89 Student Conceptions of the Elements, Structure, and Periodicity of the Periodic Table After Activity Four ............................................................91
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