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Claire J. Parker Siburt, Ahrash N. Bissell, and Richard MacPhail Duke University

This Powerpoint presentation is the property of the authors listed below and represents their intellectual efforts over many years. The replication or use of the presentation is not permitted without consent from the authors. Claire J. Parker Siburt, Ahrash N. Bissell, and Richard MacPhail

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Claire J. Parker Siburt, Ahrash N. Bissell, and Richard MacPhail Duke University

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  1. This Powerpoint presentation is the property of the authors listed below and represents their intellectual efforts over many years. The replication or use of the presentation is not permitted without consent from the authors. Claire J. Parker Siburt, Ahrash N. Bissell, and Richard MacPhail Duke University

  2. Manipulating problems in the General Chemistry classroom: A metacognitive approach Claire J. Parker Siburt, Ahrash N. Bissell, and Richard MacPhail Duke University

  3. Motivation and Collaboration Academic Resource Center and Chemistry Department • Student Approach: Rote Memory • Large Scale Intervention • Conflicting Advice/Language • Pedagogy Applied to Specific Discipline • Opportunity for Innovation

  4. Problem Manipulation Methodology Actively assess and manipulate a problem to test your own understanding of the underlying concept • One-on-one consultation tool • Scafolding • Group Work • Metacognition • Bloom’s Taxonomy Hanson and Wolfskill. JChemEduc. 2000 (77) 120 – 130. Larkin. Res. In Sci. Ed. 2006 (36) 7 – 27. Bissell and Lemons. BioScience. 2006 (56) 66 – 72. Rickey and Stacey. JChemEduc. 2000 (77) 915 – 920.

  5. Example Problem A glass bulb of volume 189 mL was filled with HCl gas to a pressure of 108 torr at 25ºC. How many moles of gas were in the bulb? PV=nRT • Do you understand all of the TERMS? List them. • What is the QUESTIONasking for? • Write out your LOGIC for solving this problem IN WORDS. • ANSWER the question. • What CONCEPTS are required to answer this question? • MANIPULATE

  6. Example Problem A glass bulb of volume 189 mL was filled with HCl gas to a pressure of 108 torr at 25ºC. How many moles of gas were in the bulb? PV=nRT MANIPULATE… Concept 1: Unit conversions. • Change the units of one or several of the variables Concept 2: Ideal Gas Law. • Change which variables you are given and which variable is unknown Concept 3: Nature of gases. • Give temperature and pressure of one scenario, then change the temperature of the system and ask for the new pressure

  7. Benefits of Using Method • Build confidence vs. “trick problems” • Practice creating knowledge • Gauge personal preparedness level • Begin to shift from rote to metacognitive learning Steven – “The manipulations required you to address the problems from all angles, giving you a more complete body of knowledge.”

  8. Guided Pre-Problem Present Group Problem Pts Present “Twist 1” “Twist 2” Present Quiz Test Post Problem Recitation Set Up (Scaffolded)

  9. Student Responses 87% preferred this recitation format over prior college experience Amy – “Manipulations helped out on the test and really help to make sure you understood the deeper concept as opposed to just how to crunch the numbers with some formulas.” Joe – “I prefer this recitation format because it places more emphasis on understanding the problem rather than simply getting to the answer.”

  10. Student Surveys

  11. Change in Student Language I can see this is a manipulation, but I get stuck at this point. This looks like number 4, but what is different? Help me with kinetics! Increasing metacognition

  12. Acid into Base Base into Acid pH pH Titrant added Titrant added “Both deal with ½ equivalence point and using up ½ of starting material” Dichotomy of Extremes ½ Eq. Pt. “They both have graphs”

  13. Correct Incorrect Dichotomy of Extremes Trivial Manipulation Expected Sophisticated Manipulation Trivial Manipulation Observed Sophisticated Manipulation ?

  14. Manipulations vs. Manipulating Big Learning Curve Need to start during first semester

  15. Conclusions and Next Steps • Great feedback 3 years in a row • Different fall comparisons • Different TAs • Student opinion vs. direct impact on test scores • Start earlier • Assess Changes in Metacognition • Methodology and recitation system could be applied to many content areas Rob - “Problem manipulations challenged me to think harder.” Cooper et al. Chem. Educ. Res. Pract. 2008 (9) 18 – 24.

  16. Acknowledgements Dr. Richard MacPhail Dr. Ahrash Bissel Our TAs Our Students Dr. Al Crumbliss

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