P528: Solved problem analysis in a large chemistry classroom

Author: Deb Mlsna, Mississippi State University, USA

Co-Author: Terri Linley, Mississippi State University, USA

Date: 8/5/14

Time: 2:25 PM2:45 PM

Room: MAN 122

Related Symposium: S15

The process of student learning requires incremental steps that a student can follow to progress from novice to expert. Researchers at Mississippi State University have explored the use of “solved problem analysis” to support student learning and the development of critical-thinking skills in General Chemistry classrooms. The solved problems shown to students may be correct or incorrect. Students must identify what it is incorrect, explain what is wrong about the solution and re-do the calculation correctly. Correct versions may also be used where the student must identify that the approach has no mistakes and must explain the logic for each step of the solution. The solved problem approach has been adapted for use in a large General Chemistry classroom of over 250 students. While professors have found solved problem analysis very beneficial in small chemistry classrooms, the challenge of scale up to a large chemistry classroom has required adaptation and adjustment. This presentation discusses ways to adjust the solved problem technique to work in a large chemistry environment utilizing a student clicker system. Data showing the correlation between solved problem use in the large chemistry course and academic performance will be presented.