Discipline-Based Education Research Group
Date of this Version
10-2013
Document Type
Presentation
Abstract
During the development of a general chemistry concept survey, interviews demonstrated that students used distinctly different problem‐solving strategies to answer two survey questions, one verbally‐based and one pictorially‐based, despite the fact that the questions were both designed to test the same concept of strong versus weak acids. Alternate versions of the concept survey were administered, with the order of the pictorial and verbal questions reversed. A significant ordering effect was observed in the questions of interest, and the incorrect answer choices that became better or worse distractors were identified. Current findings, future directions, and practical implications for instructors and researchers will be discussed.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, Science and Mathematics Education Commons
Comments
DBER Group Discussion on 2013‐10‐24
Copyright (c) 2013 Travis Lund