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Can I read the chemistry without being overloaded by the mathematics ?

This study explores how students can excel in chemistry without feeling overwhelmed by mathematics. It delves into cognitive load theory, problem-solving strategies, and how to predict academic success. Factors affecting student achievement in CHEM101 are analyzed, highlighting correlations with HSC Mathematics and Chemistry marks as well as ATAR scores. Intervention methods like concept development workshops and streamed subjects are discussed as effective tools to support student learning.

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Can I read the chemistry without being overloaded by the mathematics ?

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  1. Can I read the chemistry without being overloaded by the mathematics? Can I read the chemistry without being overloaded by the mathematics? GlennysO’BrienSchool of Chemistry, University of Wollongong Simon B BedfordSchool of Chemistry, University of Wollongong

  2. Where we are going • Examples of student work • Problem solving • Concepts and Abstractions • Cognitive overload • Predicting success • Support / interventions

  3. Abs = e b c Student HS Background HSC Gen Maths 85 HSC Chem None ATAR 85 Final CHEM101 marks: 61 PASS

  4. Student HS Background HSC Gen Maths 84 HSC Chem None ATAR 88 CHEM101: 59 PASS

  5. Student HS Background HSC Maths None HSC Chem None ATAR 76 CHEM101: did not complete

  6. Student HS Background HSC 2U Maths 79 HSC Chem None ATAR 85 CHEM101: 81 Distinction

  7. Problem solving: what you do when you do not know what to do chemical scenario reattempt (i) interpret into chemical scenario mathematical relationship (iv) (ii) (iii) calculation to answer mathematical manipulation

  8. AbstractConcepts: • D • DG < 0 • -ve signs • Temperature effects • Units • S = k ln W • Abstraction of chemistry • Abstraction of mathematics • DG = DH - T DS

  9. Oh, my brain is full 01225386143 610242213294 +61 (02) 4221 3294 12 to 4 = Chunking

  10. A more relevant example! Para or 4-

  11. A more relevant example! You see 3 chunks, they see multiple chunks Student working memory overload!

  12. Cognitive overload • Long term memory allows capacity to be expanded by use of schemas or chunking • Intrinsic cognitive load due to interactivity of different elements • Extraneous cognitive load due to activity that interferes with learning • Affective cognitive load helps learning and enhances motivation

  13. Overloading the working memory • Too many points to include • Start simple and chunk but • Not enough practice to achieve chunking • Still overloaded • Outcomes poor

  14. Student driven change • Motivation and self efficacy • Learning occurs at the point of need • Learning occurs at the perceived point of need

  15. Factors affecting student success in CHEM101 • 2010 cohort • Regression model developed in a project undertaken by summer session Maths / stats student • Comparisons limited to Pass / Fail • Most significant factor is HSC Mathematics mark • then HSC Chemistry mark • then ATAR • Beyond prediction what may this result tell us? Why does coping with mathematics help? Reference: http://eis.uow.edu.au/smas/maths-teachers-day/ssLINK/1515/UOW127144

  16. Interventions: • Concept development and problem solving in workshops • 2011 spread available skills through groups • 2012-2013 streamed groups and workshops • 2014 streamed subjects CHEM101 or CHEM104 • 2014 specific series of lectures called QS for non HSC Chem students in CHEM104

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