Degree Name
MS (Master of Science)
Program
Chemistry
Date of Award
5-2016
Committee Chair or Co-Chairs
Cassandra Eagle
Committee Members
Scott Kirkby Anna Hiatt
Abstract
Traditional chemistry laboratory courses have a manual consisting of “step-by-step” experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared to the traditional manual (0.600 average difficulty). T-test showed significant difference between item difficulty, p = 0.029. Using null hypotheses, the new laboratory manual led to an increase in students’ conceptual knowledge and research skills. They were able to use their knowledge and skills to successfully solve real-world related problems.
Document Type
Thesis - unrestricted
Recommended Citation
Johnson, Sarah R., "Facilitating Conceptual Learning in Quantitative Chemistry" (2016). Electronic Theses and Dissertations. Paper 2617. https://dc.etsu.edu/etd/2617
Copyright
Copyright by the authors.
Included in
Analytical Chemistry Commons, Higher Education Commons, Other Chemistry Commons, Science and Mathematics Education Commons