Melanie Cooper, Clemson University

Problem Solving and Metacognition

The objective of this workshop is to offer participants a chance to reflect about problem solving and teaching problem solving. The workshop focuses on the use of environments that elicit the practice of metacognitive skills. Instead of prescribing heuristics or rote strategies, this approach seeks to facilitate the development of strategies that become internalized or intrinsic and therefore less likely to be abandoned by students when they are not under supervision. A brief presentation of research findings and literature reports will be used to support he validity of the activity and to reinforce the relevance of evidence and data driven practices.

Thomas Holme, Iowa State University & Director, ACS Exams Institute

Testing as Measurement and Sources of Error

When we assess student understanding, it is a measurement and like any form of measurement, is susceptible to error. After definiton of common ways to assess error in tests and assessments, we will look at how the design of test items contributes to measurement error. The cognitive framework to be used is derived from cognitive load theory, where the perspective of each test item as a cognitive task is used. The factors that affect the cognitive complexity of each task will be discussed and example items will be analyzed. Finally, ways that complexity can affect education research projects will be discussed.

Norb Pienta, University of Iowa & Editor-Elect, Journal of Chemical Education

Simulated CER Journal Reviews

Participants will be provided access to a short CER manuscript, read it, evaluate it, and submit their comments prior to arriving at the conference. After submitting a review, the user will be able to access the overall rating and the comments from fellow reviewers. During the workshop, the single-blind and double-blind review processes will be described. Reviews of the sample manuscripts will be discussed from the context of making an editorial decision and from the context of reading and interpreting reviews returned to the authors by the Journal. Facts and myths about publication in the Journal of Chemical Education will be discussed.

Parichehr Afshani, Ph.D. Candidate, Virginia Commonwealth University (Advisors: Dr. Samy El-Shali & Dr. Sally Hunnicutt)

Collaboration and Guided Inquiry in the Physical Chemistry Lab

We propose to develop experiments for physical chemistry lab based on the process oriented guided nquiry learning (POGIL) model. Such experiments require that students do not know the experiment's outcomes but instead use data to develop concepts. In this work, we choose the synthesis of CdSe quantum dot nanocrystals as a way to investigate how nanoparticles' properties vary with their particle size. Students design and conduct an experiment synthesizing CdSe nanocrystals, and then they focus on developing the relationships among the size and shape fo the nanoparticles, the reaction time and temperature, and the electron spectra of the particles. This experiment will emphasize the application of models to data and report writing. Collaboration is a critical element of this lab work: students will work in paris, teams of four and as a whole class to answer questions and to make decisions about the experiment. We will develop tools to evaluate the effectiveness of this approach for the physical chemistry laboratory.

Seth Anthony, Ph.D. Candidate, Colorado State Univeresity (Advisor: Dr. Dawn Rickey)

Investigations towards Understanding and Improving Student Metacognition within MORE Laboratory Instruction

Within Model-Observe-Reflect-Explain (MORE) laboratory instruction, students often struggle with key requirements of writing their refined models of chemical systems, particularly providing complete and accurate descriptions of how their molecular-level models have changed and using experimental evidence appropriately in justifying these model changes. During the fall of 2008, we implemented in-class activities that required students to assess both their peers and their own models using the same criteria that the instructor used for grading the models. We will present analyses of the results of these assessments, including students' ability to accurately evaluate model quality and its relationship to their model-writing performance.

Derek Behmke, Ph.D. Candidate, University of Georgia (Advisor: Dr. Charles Atwood)

In-Time Interventions: An Attempt to Improve Student Performance in Large Lecture General Chemistry Courses

This research project is designed to minimize the depersonalized feel of large lecture general chemistry courses, while increasing the academic performance of the students. Three separate in-time interventions will be used to emet this goal. The first intervention will use internet based instant messaging (IM-Chem) to allow students to ask questions of a teaching assistant during instructional time. The second intervention will consist of remedial help sessions that target students who have performed poorly on key chemistry concepts during homework assignments and tests. The third intervention will consist of a cognitive load theory adaptation to our current homework system, JExam.

Colin Blair, Ph.D. Candidate, Colorado State University (Advisor: Dr. Dawn Rickey)

Design, Implementation, and Assessment of the Exploring Gold Nanoparticles Laboratory Module

We recently designed a Model-Observe-Reflect-Explain (MORE) laboratory module to facilitate students' construction of evidence-based models of the structure, properties, and applications of gold nanoparticles. Module experiments include investigations of solutions and colloids via light scattering, analyses of atomic force microscope images, and the use of gold nanoparticles to detect the pregnancy hormon human chorionic gonadotropin. The latest version of this module was implemented in a first-semester general chemistry course during spring 2009. We will present the laboratory activities that comprise the Exploring Gold Nanoparticles module as well as the results of our analyses of the models that students constructed.

Aaron Bruck, Ph.D. Candidate, Purdue University (Advisor: Dr. Marcy Towns)

Faculty Perspectives of Undergraduate Laboratory Goals

Over the past two years, qualitative research methods have been used to discover the goals of faculty members teaching undergraduate laboratories. These interviews have been used to develop theory on the goals of faculty and the unique characteristics of innovative lab programs. The purpose of this research is to create a survey instruments that extracts similar themes from the faculty goals of the undergraduate laboratories using a broader audience than the initial study. This presentation will focus on the development of the instrument as well as any possible pilot data.

Christine Cardillo, Ph.D. Candidate, University of Connecticut (Advisor: Dr. Tyson Miller)

Online Cross-Course Group Work between General Chemistry Students and Senior Pharmacy Students

Senior pharmacy students made samples that were analyzed by general chemistry students. The students from both classes worked together in small groups using an online forum to analyze the data for the group presentation of their work. This study begins investigation into the boundaries of having students from different courses working together on a common problem. Variables considered include: students with different backgrouns working together, grade interdependence on performance of students in different courses, ownership and responsibility of authentic samples created by others, and the dynamics of student learning and cooperation between students in different courses using an online medium.

Caroline Christian, Ph.D. Candidate, North Carolina State University (Advisor: Dr. Maria Oliver-Hoyo)

Development of a Chemistry Specific Visual-Spatial Assessment

Visual-perceptual skills are often overlooked in chemistry classrooms despite research showing a positive correlation between college students' visual-perceptual abilities and problem-solving skills. Chemistry instructors are rarely formally trained in the nature of visual-spatial fields and may not be aware of its importance and relevance. There has also been postulated a connection between success in chemistry and students' ability to perceive molecules in different representations. The Visual-Spatial Chemistry Specific Assessment tool has been developed to address these concerns based on a theoretical framework. The VSCS has been administered to 816 students enrolled in general, organic, inorganic, and physical chemistry courses.

Stephanie Cunningham Ryan, Ph.D. Candidate, University of Illinois-Chicago (Advisor: Dr. Donald Wink)

Student Understandings of Solutions

We have developed an interview protocol to explore student understandings of solutions. In the protocol, students explain different phenomena they observe. They are then trained to use ion-selective probeware measuring  the calcium concentration in solution. The subsequent two reactions are performed with probeware and the students explain what they believe is happening in the beaker. We seek to answer the following questions: Does the addition of quantification (probeware) change student descriptions to include accurate descriptions of particulate, macroscopic, and symbolic levels? Does the addition of probeware change a student's use of quantitative language in their descriptions of phenomena?

Elisabeth Goei, Ph.D. Candidate, Miami University (Advisor: Dr. Richard Taylor)

Using Green Chemistry Experiments to Engage Sophomore Organic Chemistry

The research will focus on the implementation of green chemistry guided-inquiry labs in sophomore organic chemistry. A mixed-methods approach will be developed to answer the research questions: How do green chemistry guided-inquiry lab activities affect metacognitive skills? Do students find that green chemistry principles closely relate to real life and if so, in what ways? In what ways to students learn green chemistry through guided inquiry? The information gained from this research may contribute to better instructional material design. The resulting narrative analysis will be valuable in reflecting what and how students learn chemistry through the designed organic labs. The quantitative data will support the narrative analysis on how students metacognitively think when they learn chemistry.

Cara Hale-Hanes, M.S. Candidate, California State University Long Beach (Advisor: Dr. Al Coburn)

High School Student Construction of Categories for Chemical Change, Physical Change, and Matter

This study of high school students examined how students articulate their understanding of chemical change and physical change through construction of categories in a classification activity. The study used a classification activity in focus groups and individual interviews to gather qualitative data about the students' category parameteres. The plasticity of the categories suggests a development of categories from parallel categories toward full incorporation of particulate matter into the categories of chemical and physical change.

Jana Jensen, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Misconceptions about Acid-Base Reactions

The purpose of this study is to learn more about the misconceptions that students have about acid-base reactions. Interviews will be done with students in high school, general chemistry I & II, and organic chemistry I & II students. Students will be asked to identify acid-base reactions from a collection of Arrhenius, Brønsted-Lowry, and Lewis acid-base reactions. Students will be asked to predict the products of various acid-base reactions in order to better understand what they consider to be critical attributes for a substance to react as an acid or as a base. My goal is to ultimately create an instrument that will enable faculty and researchers to asssess what students understand about acid-base reactions.

Cynthia Luxford, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Misconceptions about Lewis Dot Structures - Beyond the Octet Rule

Students first learn how to draw Lewis structures and how to convert these representations into 3D structures in general chemistry by using the octet rule. This knowledge is further built upon in organic chemisry by emphasizing the octet rule to students. This study focuses on how students approach pictorial representations of molecules that go beyond the commonly taught octet rule. In particular, the study is focusing on misconceptions that students hold about bonding in molecules with expanded octets.

Bethany Melroe Lehrman, Ph.D. Candidate, South Dakota State University (Advisor: Dr. David Cartrette)

Inquiry in the Chemistry Classroom: An Age Comparative Study of Higher Order Thinking Skills

According to the National Science Education Standards, inquiry-based activities are promoted as being a means by which students pose questions about the natural world and investigate phenomena. In doing so, students acquire knowledge and develop a richer understanding of concepts. The main goals of this project are to determine if inquiry-based science laboratories promote (1) conceptual understanding and higher order thinking skills and (2) positive attitudes toward learning science. This is a comparative study exploring middle school, high school, and freshmen in college for age appropriateness and acceptance. Data collection is currently taking place; preliminary results will be presented.

Erin O'Connell, M.S. Candidate, University of Wisconsin-Milwaukee (Advisor: Dr. Kristen Murphy)

Rapid Knowledge Assessment: Correlating Student Reported Immediate First Steps and Problem Solving Efficiency

Traditionally the primary method of assessing a student's knowledge has been performance-based assessments. Cognitive load theory has been applied in mathematics where student expertise was assigned based on a rapid-measurement scheme assessing which immediate first step was taken in the problem-solving process. Modeled after this scheme, a rapid knowledge assessment (RKA) for introductory college chemistry has been developed. Efficiency in students' problem solving strategies is assessed through the reported immediate first step, overall correct or incorrect response to the exercise, and student reported mental effort. Coding and analysis of the responses includes examining correlations of performance and problem solving efficiency.

Matthew Pilarz, Ph.D. Candidate, Purdue University (Advisor: Dr. Gabriela Weaver)

Examining the Effects of a Research Based Curriculum Module on High School Chemistry Students' Perceptions of School Science and Professional Science

The Center for Authentic Science Practice in Education (CASPiE) provides first and second year undergraduate students with the opportunity to conduct research as a part of their general chemistry laboratory. This pilot study uses a modified CASPiE module with high school chemistry students. Data were collected via interviews with students and student responses to open ended surveys. This study evaluates the changes in students' perceptions of school science and professional science after a research based curriculum module and a traitional laboratory course.

Erin Holland Saitta, Ph.D. Candidate, University of Central Florida (Advisor: Dr. Cherie Geiger)

Learning Dimensional Analysis through Cooperatively working with Manipulatives

This study examined the effect of dimensional analysis manipulatives in a University of Central Florida Chemistry I course. One lecture class containing 350 students was divided into 8 discussion sections. The experimental group participated in an activity that required students to work in groups. In their groups, students used specially designed dimensional analysis cards to work through a series of worksheets. The experimental group performed higher than the control group in all 5 areas of the study. Remarkably, the experimental group scored an average of three letter grades higher on the post test when setting up the dimensional analysis correctly.

Cynthia Stanich, Ph.D. Candidate, University of Washington (Advisor: Dr. Sarah Keller)

Undergraduate Chemistry Students' Attitudes about Math and Proficiency in Math

Data will be presented from a survey comparing student perceptions about math in upper division physical chemistry courses. Data collected from courses intended for biochemistry majors will be compared to existing data collected from courses intended for chemistry and chemical engineering majors (Nicoll and Francisco, J. Chem. Ed., 2001). Further data will be presented on student scores ona  short mathematics pre-test given to introductory chemistry classes. Both the survey of student attitudes and the mathematics pre-test are part of a larger project to construct mathematics tutorials for chemistry students.

Forrest Towne, Ph.D. Candidate, University of Montana (Advisor: Dr. Mark Cracolice)

An Investigation of the Effectiveness of Thinking Skill Training with Middle School and High School Students

This mixed methods study will discuss whether a critical window exists for students to learn formal thinking skills during adolescence. Sixteen students who had not developed any formal thinking skills, ranging in age from 10-17 (two students at each age level), underwent an intensive four-week formal thinking skill training intervention program that sought to instruct students on two formal thinking skills. The students undergoing the training were matched by age, formal thinking skill ability, and intelligence with a control group that attended their traditionally taught science course during the intervention periods.

Ana Vasquez Murata, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Misconceptions about UV-Vis Energy Level Diagrams

Energy is one of the main topics taught in first year chemistry classes that becomes background knowledge needed to succeed in upper level chemistry classes. This work will focus on common energy misconceptions that arise from school teaching of UV-Vis energy diagrams. An instrument will be created to show an inventory of misconceptions. This instrument will be piloted and tested for validity and reliability.

Ashley Warren, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Using Analogies to Elicit Misconceptions about Protein Structure

Biochemistry students often find the concept of protein synthesis challenging. It has been found when students use analogies to describe chemistry concepts, their learning becomes more meaningful. In this study, biochemistry students will be interviewed using analogies to elicit misconceptions that appear in students' understanding or lack of understanding about protein synthesis. The misconceptions found from the interviews will be used to design an instrument for the concepts of protein synthesis.