Research and Teaching: A Comparison of Long-Term Knowledge Retention Between Two Teaching Approaches

Lysne, Steven J.; Miller, Brant G.

doi:10.2505/4/jcst17_046_06_100

Cited by 5 publications

(3 citation statements)

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“…In chemistry education, significant research has focused upon developing methodologies for effectively teaching problem-solving [2][3][4][5][6]. Similar to prior reports by Bodner [7] and Pastell [8], which outlined frustrations students experience with problem-solving, current articles are outlining similar difficulties despite attempts for scaffolding or unpacking problems for students [9,10], incorporating of active learning [11][12][13], online assignments [14], and several other teaching strategies [15][16][17][18][19]. Student difficulties with problem-solving are persisting with students having difficulty with problem-solving due to the use of ineffective strategies and lack of confidence in their problem-solving abilities [14,20].…”

Section: Introductionmentioning

confidence: 76%

Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

et al. 2019

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To gauge the variability in expert problem-solving strategies for stoichiometry problems, a set of experts in different career tracks were studied with the cohort including 17 graduate students in chemistry, three college chemistry instructors, and seven college graduates working in the industry. The goal of the study was to determine whether variability would be observed based upon experience and career trajectories. The data were collected using interviews and analyzed qualitatively and quantitatively using the COSINE (Coding System for Investigating Sub-problems and Network) method. Although the method was developed for the analysis of undergraduate problem-solving, it appeared to be effective in examining experts’ problem-solving in chemistry as well. The study revealed similar abilities for succeeding at solving a series of problems, but the strategies were variable for the three cohorts of experts. Specifically, the amount of information used to solve the problems differed across the three cohorts with graduate students focusing more upon each of the specific subproblems within each problem compared to industry chemists utilizing the big-picture approach in lieu of breaking down each problem into respective subproblems. Familiarity with the question types and ability to chunk information were common characteristics observed consistently for the expert participants, which is consistent with existing research.

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Section: Introductionmentioning

confidence: 76%

Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

et al. 2019

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“…Additionally, simulations also appear in different formats from the physical (Byrne, 2018), to gaming activities (Bonde et al, 2014); and role-playing scenarios (Toomey et al, 2020;Ahmadov, 2011). Furthermore, researchers observed that performance on midterm and final test scores improved after the introduction of an active learning method in the Criminal Justice field (Lysne & Miller, (2017). Participation in a real-world scenario develops the skills which are directly transferable to those considering a career in law enforcement, as in the case of a police cadet program (Caro, 2011).…”

Section: Introductionmentioning

confidence: 99%

Gauging Long-Term Knowledge Retention of Forensic Science: A Follow-Up Study of College Students Who Participated in a Crime Scene Simulation

Byrne

2022

JSSR

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This is a long-term follow-up to a prior study which found that simulations enhance knowledge retention of undergraduate students who had participated in a mock crime scene. Employing the qualitative method, three participants from the original research were interviewed 1- to 3-years later and asked a series of questions relating to their coursework on forensic science. Findings revealed that long-term knowledge of the major theories relating to the subject domain remained stable over time. It was only the responses to questions regarding specific terminology that presented a gradual decline which is consistent with the decay of semantic memory. Furthermore, each of the subjects were able to recall exactly when during the mock crime scene that they experienced or solved the interview question posited. The ability to trace back and pinpoint the task that prompted the learning and reinforcement of the concept is aligned with episodical memory. Overall, the results indicated that classroom simulations improve long-term knowledge retention of forensic science students.

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“…This study did not use different instructional methods and never went further to check the retention of concepts. Lysne et al (2017) defined retention as the ability of a student to remember what has been learned over time and it is influenced by instructional approaches. Furthermore, retention is the extent to which students can successfully retrieve core knowledge concepts from long-term memory.…”

Section: Introductionmentioning

confidence: 99%

The Effect of ‘box-and-bead’ Analogy versus Retrieval-based Learning on Retention in Chemical Kinetics among First-Year Chemistry Students

Chinaka

2021

IJLTER

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The study examined the effects of the box-and-bead analogy versus retrieval-based learning on students’ retention and performance in chemical kinetics among first-year chemistry students. A purposive sampling technique was used to sample participants from the accessible population. The sample was made of two hundred and forty-five (n = 245) first-year chemistry students, at a public university, in South Africa. The study adopted a sequential explanatory research design. A chemical kinetics retention test (CKRT) was used for data collection as pre-, post-test and delayed post-test. A reliability coefficient of 0.73 was established using the Kuderson and Richardson correlation moment coefficient. Participants in the two groups were taught using an advanced retrieval instruction approach and the box-and-bead analogy. The results of the study showed no statistical difference in the retention of procedural knowledge and a statistical difference in conceptual knowledge. Overall, students taught using advanced retrieval performed better than the other group. The study underlines the fact that analogy-based instruction can be effective in improving conceptual knowledge using concrete analogues that aid in the retention of chemical kinetics. The findings of this study are diagnostic and they assist module designers in determining the procedural and conceptual knowledge in chemical kinetics retained by students, even after years have passed.

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Research and Teaching: A Comparison of Long-Term Knowledge Retention Between Two Teaching Approaches

Cited by 5 publications

References 0 publications

Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

Analyzing Characteristics of Experts in the Context of Stoichiometric Problem-Solving

Gauging Long-Term Knowledge Retention of Forensic Science: A Follow-Up Study of College Students Who Participated in a Crime Scene Simulation

The Effect of ‘box-and-bead’ Analogy versus Retrieval-based Learning on Retention in Chemical Kinetics among First-Year Chemistry Students

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