Effects of instructional changes on student learning of electrochemistry in an IB chemistry course

This study investigated the effectiveness of incorporating several new instructional strategies into an International Baccalaureate (IB) chemistry course in terms of how they supported high school seniors’ understanding of electrochemistry. The three new methods used were (a) providing opportunities for visualization of particle movement by student manipulation of physical models and interactive computer simulations, (b) explicitly addressing common misconceptions identified in the literature, and (c) teaching an algorithmic, step-wise approach for determining the products of an aqueous solution electrolysis. Changes in student understanding were assessed through test scores on both internally and externally administered exams over a two-year period. It was found that visualization practice and explicit misconception instruction improved student understanding, but the effect was more apparent in the short-term. The data suggested that instruction time spent on algorithm practice was insufficient to cause significant test score improvement. There was, however, a substantial increase in the percentage of the experimental group students who chose to answer an optional electrochemistry-related external exam question, indicating an increase in student confidence. Implications for future instruction are discussed.

A REPORT ON THE MITEP PROGRAM AND ITS IMPACT ON MY TEACHING

This report has two major objectives. First, the results of an action research project conducted at my high school concerning the use of graphic organizers and their effects on students' written expression abilities. The findings from this action research project indicate that the use of graphic organizers can prove beneficial to students. The second major objective of this report is to provide a reflection and evaluation of my experiences as a participant in the Michigan Teacher Excellence Program (MiTEP). This program provided middle and high school science teachers with an opportunity to develop research based pedagogy techniques and develop the skill necessary to serve as leaders within the public school science community. The action research project described in the first chapter of this report was a collaborative project I participated in during my enrollment in ED 5705 at Michigan Technological University. I worked closely with two other teachers in my building - Brytt Ergang and James Wright. We met several times to develop a research question, and a procedure for testing our question. Each of us investigated how the use of graphic organizers by students in our classroom might impact their performance on writing assessments. We each collected data from several of our classes. In my case I collected data from 2 different classes over 2 different assignments. Our data was collected and the results analyzed separately from classroom to classroom. After the individual classroom data and corresponding analysis was compiled my fellow collaborators and I got together to discuss our findings. We worked together to write a conclusion based on our combined results in all of our classes.