The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics PDF
Preview The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1997 The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics Mark D. Lynch Iowa State University Follow this and additional works at:https://lib.dr.iastate.edu/rtd Part of theCurriculum and Instruction Commons,Educational Psychology Commons, and the Science and Mathematics Education Commons Recommended Citation Lynch, Mark D., "The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics " (1997). Retrospective Theses and Dissertations. 11485. https://lib.dr.iastate.edu/rtd/11485 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. TJMI films the text directly from the original or copy submitted. Thu£, some thesis and dissertation copies are in typewriter &ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or uidistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UME a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 The effects of cognitive style, method of instruction, and visual ability on learning chemical kinetics by Mark D. Lynch A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Curriculum and Instructional Technology) Major Professors: Ljnin W. Glass and Thomas J. Greenbowe Iowa State University Ames, Iowa 1997 Copjoright © Mai^k D. Lsmch, 1997. All rights reserved. UMI Number: 9725436 Copyright 1997 by Lynch, Mark D. All rights reserved. UMI Microform 9725436 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 ii Graduate College Iowa State University This is to certify that the doctoral dissertation of Mark D. Ljnich has met the dissertation requirements of Iowa State University Signature was redacted for privacy. (-major professor Signature was redacted for privacy. Co-major professor Signature was redacted for privacy. For ajcff Program Signature was redacted for privacy. ir th^waduate College iii DEDICATION This dissertation is dedicated to my parents, James and Barbara Lynch. Without their encouragement and support I would not have been able to complete this work. I have gotten my strength and determination from them. Everjrthing I have done in my life, including this dissertation, has been a result of their love and understanding. iv TABLE OF CONTENTS ABSTRACT vii INTRODUCTION 1 LITERATURE REVIEW 10 Learning Theory and Instructional Design 10 Learning Theory and Computer Assisted Instruction 14 Constructivism and Objectivism 15 Mental Models 19 Transfer of Learning and Understanding 30 Problem Solving 31 Leeiming Styles and Cognitive Styles 35 Field Dependence/Independence 37 Field Dependence/Independence and Academic Achievement in 43 Chemistry Spatial Ability and Academic Achievement in Chemistry 45 Student Profiles and Field Independence/Dependence 45 The Computer as a Method of Instruction 47 Computer Simulations 54 Chemical Kinetics 55 Prerequisite Skills and Knowledge 57 Summary 62 METHODOLOGY 67 Overview 67 Population 68 Method of Instruction 68 Instruments 76 Experimental Design 79 Research Questions 81 RESULTS 84 Classification of the Participants 84 Chemical Kinetics Measures 85 Student Performance on Similar Questions 85 Cognitive Style 90 Method of Instruction 100 Visual Skill 107 Regression Analysis 111 Analysis of the Interaction Between Method of Instruction and 113 Cognitive Style Time in Simulated Environment 117 Quantitative vs. Quahtative Questions 118 Cognitive Style and Quantitative vs. Qualitative Questions 121 V Method of Instruction and Quantitative vs. Qualitative Questions 123 Visual Skill and Quantitative vs. Qualitative Questions 123 CONCLUSIONS 127 Chemical Kinetics Measures 127 Student Performance on Similar Questions 129 Cognitive Style 130 Problems with the Qxiiz 131 Method of Instruction 132 Visual Skill (Spatial Ability) 136 Regression Analysis 138 Interaction Between Method of Instruction and Cognitive Style 139 Time in Simulated Environment 143 Quantitative vs. Qualitative Questions 144 Cognitive Style, Method of Instruction, and Visual Skill and 145 Quantitative vs. Qualitative Questions Implications of the Study 146 Limitations of the Study 149 Suggestions for Future Research 151 APPENDIX 1. TRADITIONAL AND CONCEPTUAL QUESTIONS ON 154 STOICHIOMETRY APPENDIX 2. CONCEPTUAL QUESTION CONCERNING GASES 155 APPENDIX 3. QUANTITATIVE AND QUALITATIVE QUESTIONS 156 AND DATA CONCERNING RATE LAWS APPENDIX 4. CORRECT AND INCORRECT REPRESENTATIONS OF 159 A REACTION APPENDIX 5. CORRECT AND INCORRECT STUDENT DIAGRAMS 160 APPENDIX 6. CORRECT AND INCORRECT STUDENT 163 EQUILIBRIUM DIAGRAMS APPENDIX 7. SAMPLE ITEM FROM THE GROUP EMBEDDED 166 FIGURES TEST APPENDIX 8. STUDENT WORK EST SOLVING A METHOD OF 167 INITIAL RATES PROBLEM APPENDIX 9. STUDENT WORK IN SOLVING FOR THE RATE 170 CONSTANT vi APPENDIX 10. STUDENT WORK IN DETERMINING THE TIME OF 173 REACTION TO REACH A CERTAIN CONCENTRATION APPENDIX 11. SAMPLE QUESTIONS SHOWING POOR 176 PERFORMANCE OF STUDENTS ON CHEMICAL KINETICS QUESTIONS APPENDIX 12. TYPICAL MATHEMATICAL ERRORS 180 APPENDIX 13. SAMPLE HOMEWORK QUESTIONS 182 APPENDIX 14. SAMPLE ITEM FROM THE PURDUE SPATIAL 184 VISUALIZATION TEST APPENDIX 15. KINETICS PRETEST 185 APPENDIX 16. KINETICS POSTTEST 191 APPENDIX 17 KINETICS PORTION OF THE HOUR EXAM 192 APPENDIX 18. KINETICS PORTION OF THE FINAL EXAM 197 REFERENCES 200 ACKNOWLEDGMENTS 211
Description:The list of books you might like
