High School Students' Reasoning of Big Ideas: Matter, Energy, and Models and Multiple Representations of Chemistry Phenomena in the Context of Computer-Based Modeling and Model-Based Assessment

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-5 - Reasoning, Modeling, Embodied Pedagogy, Expertise, and Self-Regulation

Abstract

This study reports on the fine-grained analysis of students’ reasoning of big ideas of chemistry phenomena—matter, energy and models—in the context of computer-based models and model-based assessments. Assessment results and follow up interviews revealed that students reflected consistent level 2 understandings. Correlation coefficients for all three assessments revealed statistically significant positive correlations indicating that students’ explanations during follow up interviews were consistent with their assessment outcomes. So even when students had acquired basic background information and accessed knowledge components visible in the models, reconciling model representations remained illusive. The implications are significant for novice learners. Demarcating their nuanced fine-grained understandings is essential before we attempt to attach expectations defined by expert capabilities and skills.

Authors

• Noemi Waight, University at Buffalo - SUNY

• Xiufeng Liu, University at Buffalo - SUNY

• Melinda M. Whitford, University at Buffalo - SUNY