Students' cognitive focus during a chemistry laboratory exercise: Effects of a computer simulated prelab
2007 (English)In: Journal of research in science teaching, ISSN 0022-4308, Vol. 44, no 8, 1098-2736 p.Article in journal (Refereed) Published
To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of spontaneous use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups.
Place, publisher, year, edition, pages
New York: John Wiley and Sons , 2007. Vol. 44, no 8, 1098-2736 p.
Kemididaktik, Chemistry education research, simulation, laboratory work, pre-lab, intuitive knowledge, attitudes toward learning
Other Chemistry Topics
IdentifiersURN: urn:nbn:se:umu:diva-6665DOI: 10.1002/tea.20217OAI: oai:DiVA.org:umu-6665DiVA: diva2:146335
Tidigare titel: Effects of pre-lab simulated acid-base titration and student attitudes toward learning on students' cognitive focus and knowledge usability2008-09-222008-09-222013-12-10Bibliographically approved