P472: Examining factors that influence conceptual retention throughout a 2-semester GOB course: Part 1

Author: Melody Jewell and Marla Williams, South Dakota State University, USA

Co-Author:

Date: 8/5/14

Time: 9:35 AM9:55 AM

Room: LOH 164

Related Symposium: S41

In a 2-semester GOB sequence, the 1st semester focuses on general chemistry and 2nd semester on organic/biochemistry. This format requires students to be able to carry knowledge from one class into the next. Part 1 of this study focuses on the prior knowledge students bring into the 1st semester class (Chemistry 106), and if their knowledge changes by the end of the semester. Specifically, responses from students having no prior chemistry experience will be compared with students having recent chemistry experience, and students having less-recent chemistry experience. Students were given an anonymous pre- and post-survey that included both multiple choice and short answer questions (which were coded when analyzed). The surveys asked students about their prior chemistry experience, as well as key concept knowledge essential for the 2nd semester course (Chemistry 108). Upon completion of the semester, comparisons were made between the pre- and post- responses to identify content areas students in which students showed improved mastery, as well as areas of knowledge that showed lack of conceptual mastery. Data will be presented from the Southeast Technical campus, where only Chemistry 106 is offered and from the University Center campus where most students continue on to take Chemistry 108. Data from both student populations indicate students are improving their knowledge of many key concepts when they complete Chemistry 106. Part 2 of this study will focus on examining retention of Chemistry 106 information into the Chemistry 108 course.

P473: Examining factors that influence conceptual retention throughout a 2-semester GOB course: Part 2

Author: Sara Madsen and Melody Jewell, South Dakota State University, USA

Co-Author:

Date: 8/5/14

Time: 9:55 AM10:15 AM

Room: LOH 164

Related Symposium: S41

Long term retention in the general, organic and biochemistry (GOB) sequence was studied in Chemistry 106 (general) and Chemistry 108 (organic and biochemistry). Basic knowledge of covalent bonds, shapes of molecules, and acids and bases were studied in Chemistry 106. These concepts were then analyzed in Chemistry 108 along with oxidation/reduction. These studies were used to understand long term retention in student learning throughout the one year GOB sequence. Early semester surveys were administered to examine initial comprehension of basic knowledge from Chemistry 106. Then, the tracking of retaining the concepts through the Chemistry 108 was further analyzed. Interestingly, Chemistry 108 verifies that there is a progression through the historical Bloom’s Taxonomy in the ability of a student to retain concepts through the one year GOB sequence. Most students achieve a basic understanding of chemical knowledge in the first semester course. In addition, the second semester course will reveal that long term retention with higher order critical thinking such as analysis and evaluation is retained in a smaller population of the GOB students.