The effects of reasoning, use of models, sex type, and their interactions on posttest achievement in chemical bonding after constant instruction

Abstract

The purpose of the authors in this study was to determine the effects of reasoning, use of models during testing, and sex type on posttest achievement in chemical bonding under controlled instruction. Eighty-four high school students taking chemistry were randomly assigned within their classes to models and no models groups for the posttest. Reasoning capabilities were assessed by the Piagetian Logical Operations Test (PLOT) (Staver & Gabel, JRST, Vol. 16, No. 6, 1979), prior to instruction. All students then received the same instruction on chemical bonding which included teacher demonstrations of concepts with three-dimensional molecular models, interspersed teacher questions during the introduction and development of concepts, student manipulation of three-dimensional molecular models during laboratory experiments, and text reading assignments on concepts prior to their instruction in class. The posttest on molecular geometry and shape contained three sections requiring memory and application (Bloom, Taxonomy of educational objective, handbook I: Cognitive domain. New York: David McKay, 1956). Data were analyzed by regression (Nie et al., Statisticalpackage for the social sciences, 2nd ed. New York McGraw -Hill, 1975). Results indicate that reasoning accounted for a significant portion (p < 0.05) of the variance in the total score, memory score, and application score, but not on the synthesis score of the posttest. Use of models and sex type did not account for a significant (p > 0.05) portion of the variance on total scores or any section of posttest. The three-way interaction of reasoning, model usage, and sex type accounted for a significant portion (p < 0.05) of the variance in total scores, and in the memory and application sections of the posttest. Discussion focused on the results, conclusions, and implications for science teaching.

Exploring visuospatial thinking in chemistry learning

“…The studies we will review included spatial abilities as one of the cognitive factors that may be relevant to the mastery of chemistry concepts. Other cognitive factors that have been considered by correlational research on chemistry learning included formal reasoning skills (Abraham & Westbrook, 1994;Chandran, Treagust, & Tobin, 1987;Haidar & Abraham, 1991;Keig & Rubba, 1993;Niaz, 1987Niaz, , 1988Niaz, , 1989Niaz & Robinson, 1992;Staver & Halsted, 1985), proportional reasoning skills (Anamuah-Mensah, Erickson, & Gaskell, 1987), field dependence/independence (Niaz & Lawson, 1985), and memory capacity (Niaz, 1988(Niaz, , 1989Niaz & Lawson, 1985;Niaz & Robinson, 1992). To narrow the scope of this article and focus on the visual aspect of chemistry learning, we review key findings of the correlational studies regarding chemistry learning and spatial abilities.…”

Design and Performance Frameworks for Constructing Problem-Solving Simulations

“…These reasoning skills are important for achievement in science (Staver and Halsted, 1985;Krijik and Haney, 1987) and students may require extended experience for maximum observable effects. For instance, Johnson and Lawson (1999) have shown that reasoning abilities accounted for more achievement variance in a community college biology course than did either prior knowledge or the number of biology courses taken.…”

What are the relative effects of reasoning ability and prior knowledge on biology achievement in expository and inquiry classes?

“…Researchers have shown a positive correlation between reasoning ability and achievement in chemistry and physics at the middle school level (Strahan & O'Sullivan, 1986), at the high school level (Kraijik & Haney, 1987;Staver & Halsted, 1985), and at the college level (Champagne, Klopfer, & Anderson, 1980;Niaz, 1985, Niaz & Lawson, 1985. Studies that demonstrated positive correlations between reasoning ability and problem solving in genetics include Smith (1983), andWalker, Hendrix, andMertens (1980).…”