A Cross-Institutional Analysis of the Effect of Web-Assisted Tools on Visualization and Proportional Reasoning in General Chemistry Barbara L. Gonzalez
California State University Fullerton, Department of Chemistry and Biochemistry
Fullerton, CA 92834-6866Ramesh D. Arasasingham
University of California Irvine, Department of Chemistry
Irvine, CA 92697-2025Patrick A. Wegner
California State University Fullerton, Department of Chemistry and Biochemistry
Fullerton, CA 92834-6866
Abstract
Visualization and proportional reasoning have been identified as critical skills for understanding fundamental chemical principles. Tools that indicate student learning and the effect of instructional mode as a function of quality of performance in visualization and proportional reasoning are a benefit to chemistry education. Web-delivered assessments for visualization and proportional reasoning within the context of basic stoichiometry were developed and administered to students in universities, community colleges, and high schools in Southern California. An analysis of the assessments including comparison of means across institutions and correlations to the Test of Logical Thinking (TOLT) demonstrates that they are reliable indicators of student performance of visualization and proportional reasoning skills. Analysis of the assessment data reveals that students using Web-delivered instructional tools during instruction in stoichiometry achieve significantly greater gains in visualization and proportional reasoning.
