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Sequencing Instruction in Chemistry: Simulation Or Traditional First?

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Sequencing Instruction in Chemistry: Simulation Or Traditional First? SEQUENCING INSTRUCTION IN CHEMISTRY: SIMULATION OR TRADITIONAL FIRST? by Sharmila Pillay B.Sc., The University of South Pacific, 1994 B.Ed., The University of British Columbia, 1999 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Science Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2010 ©Sharmila Pillay, 2010 ABSTRACT The purpose of this study is to investigate how a technology-enhanced lesson based on the principles of model-based teaching and learning can contribute to student understanding of two challenging topics in chemistry: Le Chatelier’s Principle and Chemical Equilibrium. A computer simulation program was utilized that contained multiple digital representations, such as: a chemical formula view, a slider view, a graph view, a description view, a prediction view, a molecular view and a dynamic analogy view. The study also addressed the sequencing of instruction, changing when computer simulation was introduced in two chemistry 12 classes (n=46). One class of 22 students received instruction in a traditional form (lecture, labs) and then interacted with the simulation and the other class of 24 students interacted with simulations first and then received a traditional form of instruction. Both the classes participated in a pre-test, mid-test, post-test, surveys and interviews designed to assess students’ conceptual understanding of chemical equilibrium. Statistical analysis of the tests revealed that a computer simulation such as Technology-Enhanced Model-Based Science (TEMBS) promoted understanding by supporting the generation of more scientifically accurate models of chemical equilibrium. Secondly, there was a significant improvement in test results of students who received instruction in a traditional form first and then interacted with simulations compared with students who interacted with simulations first and then received traditional instruction. According to the surveys, students in both classes listed teacher discussions in class as one of the three most important contributions to their learning. An implication of this study for science educators and educational technologists is that computer simulations such as TEMBS simulation which utilize multiple ii representations including a dynamic analogy can assist students in their understanding of abstract concepts such as Le Chatelier’s principle and can be more effective if introduced after a full discussion of the concept and notes. iii PREFACE The University of British Columbia, Office of Research Services and Administration, Behavioral Research Ethics Board has approved this research. The approval number of the certificate is B05-0230. The Pilot study that is reported in this research has been published as a case study in an article titled, “How Computer Simulations Can Assist Model Generation In Students: Providing an Adaptable Structure to Guide Student Learning” (Sprague, Trey, Pillay & Khan, 2004). The case study in this article reports the findings from the Pilot Study carried out in two of my Chemistry 12 classes. iv TABLE OF CONTENTS Abstract ..................................................................................................................................... ii Preface ...................................................................................................................................... iv Table of Contents....................................................................................................................... v List of Tables ...........................................................................................................................viii List of Figures ............................................................................................................................ix Acknowledgements .....................................................................................................................x Chapter One: Introduction...................................................................................................... 1 Overview of the Research................................................................................................... 1 Research Hypotheses ......................................................................................................... 4 Chapter Two: Theoretical Framework and Review of Related Literature.................................. 9 Theoretical Framework: Model-based Inquiry .................................................................... 9 Literature Review ..............................................................................................................17 Possible Sources of Student Misconceptions in Chemistry ............................................17 Misconceptions in Chemical Equilibrium.......................................................................20 Teaching Strategies to Address Student Conceptions .....................................................31 The Role of Computer Simulations in addressing Student Misconceptions.....................39 A Dynamic Analogy View of TEMBS Simulation .........................................................50 Sequence of Instruction and Learning Cycle ...................................................................53 Implications for Research...............................................................................................57 Chapter Three: Methodology ................................................................................................59 Preliminary Research.........................................................................................................59 Research Design.................................................................................................................63 Classroom Context ............................................................................................................63 Participants .......................................................................................................................63 Research Methods and Procedures.....................................................................................65 Data Sources......................................................................................................................68 Description of the Instructional Sequence..........................................................................73 TEMBS Study Data Analysis ...........................................................................................75 v Quantitative Data ..........................................................................................................75 Qualitative Data.............................................................................................................76 Reliability of the Data........................................................................................................77 Ethical Considerations .......................................................................................................79 Protection of Privacy/Confidentiality/Anonymity .........................................................79 Consent/Assent .............................................................................................................80 Chapter Four: Results ............................................................................................................83 Chapter Five: Conclusion and Implications for Teaching ........................................................98 Bibliography ...........................................................................................................................104 Appendices.............................................................................................................................110 Appendix A: Principal Letter ...........................................................................................110 Appendix B i: Parent Letter ............................................................................................113 Appendix B ii: Parent Consent Form................................................................................115 Appendix C i: Student Participation Invitation................................................................119 Appendix C ii: Student Consent Form..............................................................................121 Appendix D: TEMBS Research Plan 2005.......................................................................125 Appendix E: Equilibrium Project Outline.........................................................................128 Appendix F i: Equilibrium Pre-test.................................................................................129 Appendix F ii: Equilibrium Mid-Test ..............................................................................133 Appendix F iii: Equilibrium Post-test ..............................................................................139 Appendix G i: Interview Consent....................................................................................144 Appendix G ii: Interview Questions................................................................................147 Appendix H i: Student Survey Consent..........................................................................148 Appendix H ii: Survey #1................................................................................................150 Appendix H iii: Survey #2...............................................................................................151
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