Transcript Manipulating problems in the General Chemistry classroom

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Claire J. Parker Siburt, Ahrash N. Bissell, and
Richard MacPhail
Duke University
Manipulating problems in the
General Chemistry classroom:
A metacognitive approach
Claire J. Parker Siburt, Ahrash N. Bissell, and
Richard MacPhail
Duke University
Motivation and Collaboration
Academic Resource Center and Chemistry Department
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Student Approach: Rote Memory
Large Scale Intervention
Conflicting Advice/Language
Pedagogy Applied to Specific Discipline
Opportunity for Innovation
Problem Manipulation Methodology
Actively assess and manipulate a problem to test
your own understanding of the
underlying concept
One-on-one consultation tool
 Scafolding
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Group Work
Metacognition
Bloom’s Taxonomy
Hanson and Wolfskill. JChemEduc. 2000 (77) 120 – 130.
Rickey and Stacey. JChemEduc. 2000 (77) 915 – 920.
Larkin. Res. In Sci. Ed. 2006 (36) 7 – 27.
Bissell and Lemons. BioScience. 2006 (56) 66 – 72.
Example Problem
A glass bulb of volume 189 mL was
filled with HCl gas to a pressure of
108 torr at 25ºC.
How many moles of gas were in the
bulb?
PV=nRT
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Do you understand all of the TERMS? List them.
What is the QUESTION asking for?
Write out your LOGIC for solving this problem IN WORDS.
ANSWER the question.
What CONCEPTS are required to answer this question?
MANIPULATE
Example Problem
A glass bulb of volume 189 mL was filled with HCl
gas to a pressure of 108 torr at 25ºC.
How many moles of gas were in the bulb?
PV=nRT
MANIPULATE…
Concept 1: Unit conversions.
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Change the units of one or several of the variables
Concept 2: Ideal Gas Law.
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Change which variables you are given and which variable is
unknown
Concept 3: Nature of gases.
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Give temperature and pressure of one scenario, then change
the temperature of the system and ask for the new pressure
Benefits of Using Method
 Build confidence vs. “trick problems”
 Practice creating knowledge
 Gauge personal preparedness level
 Begin to shift from rote to metacognitive learning
Steven – “The manipulations required you to
address the problems from all angles, giving you
a more complete body of knowledge.”
Recitation Set Up (Scaffolded)
Guided Pre-Problem
Present
Pts
Group Problem
Present
“Twist 1”
“Twist 2”
Present
Post Problem
Quiz
Test
Student Responses
87% preferred this recitation format
over prior college experience
Amy – “Manipulations helped out on the test and really
help to make sure you understood the deeper concept as
opposed to just how to crunch the numbers with some
formulas.”
Joe – “I prefer this recitation format because it places
more emphasis on understanding the problem rather
than simply getting to the answer.”
Student Surveys
92%
Liked the group work
Found the pre-recitation
exercises useful
Found the post-recitation
exercises useful
Prepared me for the midterm
exams
Recommend we use format in
future
82%
92%
87%
88%
Change in Student Language
Help me
with
kinetics!
This looks like
number 4, but
what is
different?
I can see this is
a manipulation,
but I get stuck
at this point.
Increasing metacognition
Dichotomy of Extremes
“Both deal with ½ equivalence
point and using up ½ of starting
material”
½ Eq. Pt.
Base into Acid
pH
pH
Acid into Base
Titrant added
“They both have graphs”
Titrant added
Dichotomy of Extremes
Incorrect
Expected
Trivial
Manipulation
Sophisticated
Manipulation
Trivial
Manipulation
Sophisticated
Manipulation
?
Observed
Correct
Big Learning Curve
Manipulations vs. Manipulating
Guided Pre-Problem
Present
Pts
Group Problem
Present
“Twist 1”
“Twist 2”
Present
Quiz
Post Problem
Test
Need to start during first semester
Conclusions and Next Steps
 Great feedback 3 years in a row
 Different fall comparisons
 Different TAs
 Student opinion vs. direct impact on test
scores
 Start earlier
 Assess Changes in Metacognition
 Methodology and recitation system could
be applied to many content areas
Rob - “Problem manipulations challenged me to think harder.”
Cooper et al. Chem. Educ. Res. Pract. 2008 (9) 18 – 24.
Acknowledgements
Dr. Richard MacPhail
Dr. Ahrash Bissel
Our TAs
Our Students
Dr. Al Crumbliss