"The Effects of Student Manipulated Lewis Structure Models on Chemistry" by Kimberly M. Ross
 

Dissertations and Theses @ UNI

Availability

Open Access Thesis

Keywords

Chemistry--Study and teaching (Secondary); Cognitive learning; Academic theses;

Abstract

The purpose of this study was to determine if there was a correlation between teaching method or cognitive development and achievement in a unit on Lewis electron dot structures. Forty-six students were taught a unit on Lewis electron dot structures using the traditional paper and pencil method. Thirty-eight students were taught the same unit using a manipulative model instead of the traditional method. Both groups of students were given pre and post-tests on Lewis electron dot structures and their gains after instruction were measured. The Group Assessment of Logical Thinking measured student's cognitive level. Students were categorized as concrete, transitional or formal reasoners. Students' gains were then compared by teaching method and cognitive level. The traditional method of instruction required students to draw Lewis electron dot structures by writing the atomic symbol and drawing dots around the symbol to denote valence electrons. Student could then erase the dots and redraw them in other locations around the atomic symbols to achieve the correct structure. The manipulative model consisted of pieces of paper with atomic symbols written on them and paper punches that represented the valence electrons. Students selected the appropriate atomic symbol, counted out the correct number of paper punches and then manipulated the paper punches around the atomic symbols until the correct structure was achieved. The results indicate that students receiving the traditional instruction achieved higher gains on the assessment than the students using the manipulative model. The results also show that formal students had higher gains than concrete students regardless of the method used.

Year of Submission

2003

Degree Name

Master of Arts

Department

Department of Biology

First Advisor

Cherin Lee

Second Advisor

Ira Simet

Third Advisor

Jody Stone

Comments

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Date Original

2003

Object Description

1 PDF file (77 leaves)

Language

en

File Format

application/pdf

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