College Students Teaching Chemistry through Outreach: Conceptual Understanding of the Elephant Toothpaste Reaction and Making Liquid Nitrogen Ice Cream

This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.

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Liquid nitrogen freezes ice cream

International Journal of Refrigeration ◽

10.1016/0140-7007(79)90044-6 ◽

1979 ◽

Vol 2 (2) ◽

pp. 116

Keyword(s):

Liquid Nitrogen ◽

Ice Cream

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Observing populations and testing predictions about genetic drift in a computer simulation improves college students’ conceptual understanding

Evolution Education and Outreach ◽

10.1186/s12052-016-0059-6 ◽

2016 ◽

Vol 9 (1) ◽

Cited By ~ 4

Author(s):

Rebecca M. Price ◽

Denise S. Pope ◽

Joel K. Abraham ◽

Susan Maruca ◽

Eli Meir

Keyword(s):

College Students ◽

Computer Simulation ◽

Conceptual Understanding ◽

Genetic Drift

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Making liquid-nitrogen ice cream safely

C&EN Global Enterprise ◽

10.1021/cen-09639-scicon2 ◽

2018 ◽

Vol 96 (39) ◽

pp. 4-4

Keyword(s):

Liquid Nitrogen ◽

Ice Cream

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College Studens´ Views of Fraction Arithmetic

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.09 ◽

2019 ◽

pp. 36-41

Author(s):

Brianna Bentley

Keyword(s):

College Students ◽

Conceptual Understanding ◽

Correct Answer ◽

Mathematics Courses ◽

Critical Thought ◽

Procedural Understanding ◽

Direct Reflection

College students view mathematics, specifically fraction arithmetic, as a series of tricks that can lead them to the correct answer. This view of mathematics is a direct reflection of their lack of conceptual understanding of fraction arithmetic and their reliance on procedural understanding. College students have an imprecise remembrance of fraction arithmetic and instead rely on tricks they vaguely remember and cannot explain. This reliance on procedural processes that they do not fully understand causes them to make mistakes in their arithmetic. If we do not require students to think critically about the mathematical processes they are completing when first taught a subject and require this critical thought as students progress through mathematics courses, mathematics loses meaning and our students will not have the ability to think critically or conceptually about mathematics.

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Students’ scientific representation enhancement through “ECRA” techniques in formative examination design

Journal of Physics Conference Series ◽

10.1088/1742-6596/2126/1/012014 ◽

2021 ◽

Vol 2126 (1) ◽

pp. 012014

Author(s):

Linda Nurul Jannah Mohd Rizal Khoo ◽

Nor Farahwahidah Abdul Rahman ◽

Salmah Othman ◽

Noraidah Sobri

Keyword(s):

College Students ◽

Critical Thinking ◽

Action Research ◽

Formative Assessment ◽

Conceptual Understanding ◽

Science Learning ◽

Scientific Representation ◽

Specific Interest ◽

Research Cycle ◽

Physics Concepts

Abstract The recent studies in science learning has a specific interest with 4C’s which are communication, collaboration, critical thinking and creativity. This study explored the students’ 4C’s as they engage with physics concepts relating to alternating currents. This engagement entails students’ interpretation for descriptive questions. Following action research cycle, the study begin with planning the intervention using “ECRA” technique and conducted the activities with 38 Matriculation College students. The analysis attempt to make a connection between students’ ability to construct representational aspects of scientific description with formative achievement. This study systematically describes students’ understanding on the representations signify in the descriptive questions. Data collected from this study were Work Report, review of answers tutor questions, and interviews during observation stage. The finding suggests that, the ECRA technique is enabling students to obtain higher percentage in formative assessment by allowing them to developed richer conceptual understanding. Hence this study suggest that the representational issues in physics questions constructed in essay can be moderated with ECRA technique.

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