Campus Units

Chemistry

Document Type

Book Chapter

Publication Version

Published Version

Publication Date

2011

Journal or Book Title

Investigating Classroom Myths through Research on Teaching and Learning

Volume

1074

Issue

12

First Page

195

Last Page

206

DOI

10.1021/bk-2011-1074.ch012

Abstract

Studies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are intentionally paired with one conceptual and one traditional item. This paper describes data from statistical analysis of the item pairs, and notes that for these exams, this gap is not evident, as overall performance is better on conceptual items. Possible implications for teaching and for research in Chemistry Education are noted.

Comments

Reprinted (adapted) with permission from ACS Symposium Series, Chapter 12, pp 195–206 Vol. 1074. Copyright 2011 American Chemical Society.

Copyright Owner

American Chemical Society

Language

en

File Format

application/pdf

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