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
Date Original
2003
Object Description
1 PDF file (77 leaves)
Copyright
©2003 Kimberly M. Ross
Language
en
File Format
application/pdf
Recommended Citation
Ross, Kimberly M., "The Effects of Student Manipulated Lewis Structure Models on Chemistry Achievement According to Cognitive Level" (2003). Dissertations and Theses @ UNI. 2169.
https://scholarworks.uni.edu/etd/2169
Comments
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