Investigation of Student Attitudes and
Understanding in General Chemistry
Roslyn M. Theisen and Rachel E. Egdorf
Department of Chemistry at the University of Wisconsin – Eau Claire
Results: Assessment of Student Learning
The Problem and the Question
Does the general chemistry laboratory curriculum of traditional verification or “cookbook”
experiments put students in the position of thinking and acting like chemists? If not, is an
inquiry-based approach more effective?
Timeline of events and measures in study
Purpose:
Pretest
survey
Stoichiometry Conceptual
lab
quiz
Prior
Attitude
Short Term
Concept
Week of
semester:
8
Treatment
8
Exam 2
Short Term
Calculation
9
10
Posttest
Final exam
Lab Survey
Later
Attitude
14
15
Attitude toward Chemistry Survey Inventory (ASCI) is a reliable and validated 40-question
survey which asks students about five factors labeled chemistry self-concept, mathematics
self-concept, academic self-concept academic enjoyment self-concept and creativity selfconcept.
Chemistry Self-Concept Inventory (CSCI) is a reliable and validated 8-item survey using the
format of semantic differentials.
Data Analysis Methods – Statistical tests (Alpha and T-test) will be performed using IBM SPSS
Statistics, a software package used for statistical analysis.
Treatment and Comparison of the Lab Experiments
 After the topic of stoichiometry is presented in lecture and readings were assigned, the
intervention (inquiry) group (two sections, 50 students total) completed a stoichiometryfocused guided-inquiry laboratory experiment “The Reaction of Zinc and Iodine” modified
from De Meo.9
 The control group (two sections, 50 students total) completed the traditional stoichiometry
lab “Determining the Mole Ratios in a Chemical Reaction” (UW-EC, Chemistry 103, Fall
2011, Laboratory Manual).
Traditional Lab Properties
Inquiry Lab Properties
Chemistry content
covered
Stoichiometry, Mole ratio
Reaction studied
4NaOCl + Na2S2O3 + 2NaOH
2Na2SO4 + 4NaCl + H2O
Laboratory
techniques
Measure precise volumes. Create a Synthesize a binary compound
graph using computer interface.
from two elements.
Equipment used
Vernier computer interface,
graduated cylinders, volumetric
flasks
Pedagogical features Step-by-step laboratory procedure
and calculations.
Stoichiometry; Mole ratio
I2(s) + 2 Zn(s)
Control (50 Students)
Conceptual Quiz
43 Successful – 86%
44 Successful – 88%
Exam #2
36 Successful – 72%
22 Successful – 42%
Final Exam
19 Successful – 38%
22 Successful – 42%
Long Term
Calculation
Pre-test Attitude Surveys: ASCI and CSCI
Lab Elements
Inquiry (50 students)
ZnI2(s)
Erlenmeyer flask , porcelain
evaporating dish, hot plate,
balance
Incomplete lab report serves as
a template for procedure and
calculations.
Calculations required Molarity A moles A moles of B Grams of A grams of B
during experiment
conversion. Theoretical yield.
conversion. Percent yield.
90(
Percentage)Successful)
Event:
Assessment
80(
70(
60(
50(
40(
30(
Control(Lab(
20(
10(
Inquiry(Lab(
0(
1(
Conceptual Quiz
Week 9
2(
Exam #2
Week 10
Result Highlight
Exam #2 scores were
significantly different
between
the
two
groups
indicating
short-term gain of
understanding
after
completing the inquiry
lab.
3(
Final Exam
Week 15
Student Responses from Posttest Lab Survey
When asked which labs over the semester were most helpful, students responded:
“The stoichiometry lab really helped me to understand the lecture discussions and topics we
were learning. They helped me to understand them better by doing it hands on.”
“The stoichiometry lab was most helpful because they directly related to what we were
learning in class at the time.”
“The stoichiometry labs were most helpful. Lecture introduced us to stoichiometry and so it
was easier to understand when we got to lab.”
Acknowledgements
 Department of Chemistry at the University of Wisconsin - Eau Claire
 April Bleske-Rechek (UW-EC, Psychology) Consultant on Data Analysis
Aeron Haynie and Cyndi Kernahan and my WTFS cohort for their input and support
Funding Sources
 Office of Professional and Instructional Development,
Wisconsin Teaching Fellows and Scholars
Program 2012-2013
 Office of the Provost at the University of Wisconsin Eau Claire
 Blugold Fellowship Program (REE)
References:
1. Bopegedera, A. M. R. P. J. Chem. Ed. 2011, 88, 443-448.
2. Gravelle, S. and Fisher, M. A. “Signature Pedagogies in Chemistry” In Exploring More
Signature Pedagogies; Chick, N.; Haynie, A.; and Gurung, R. A. R., Eds.; Stylus, Sterling,
VA, 2012; Chapter 9, pp 112-125.
3. Bauer, C. J. Chem. Ed. 2008, 85, 1440-1445. ASCI instrument
4. Xu, X. and Lewis, J.A. J. Chem. Ed. 2011, 88, 561-568. Revised ASCI instrument
5. Bauer, C. J. Chem. Ed. 2005, 82, 1864-1870. CSCI instrument
6. DeMeo, S. J. Chem. Ed. 1995, 72, 836-839.; UW-EC Chem 103 lab manual, Fall 2012.