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DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL
- Date Issued:
- 1977
- Summary:
- Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it.
Title: | DESK-TOP KITS IN THE TEACHING OF INTRODUCTORY CHEMISTRY IN THE COMMUNITY COLLEGE: AN APPROACH BASED ON THE PIAGETIAN MODEL. |
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Name(s): |
Baker, Marion Hale, author Florida Atlantic University, Degree grantor Cook, Joseph B., Thesis advisor Foley, Jack L., Thesis advisor |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Issuance: | monographic | |
Date Issued: | 1977 | |
Publisher: | Florida Atlantic University | |
Place of Publication: | Boca Raton, FL | |
Physical Form: | application/pdf | |
Extent: | 186 p. | |
Language(s): | English | |
Summary: | Recent literature has suggested that many entering college students have not yet reached Piaget's formal operational level of intellectual development. The material in introductory chemistry, however, requires formal operational thought processes and chemistry instruction typically assumes that this level has been reached by students. The premise of this study was that if many introductory chemistry students have not yet reached formal operational levels but work exclusively at the concrete operational stage, instruction should be directed toward concrete thought processes with the aim of helping the student advance from the concrete to the abstract. Desk-top kits containing chemicals, model-building materials and demonstration devices were distributed to each student during lecture. Each student handled the materials, contructed models and performed his own demonstrations as concepts were introduced. Relationships between the material or process itself (e.g., solutions or precipitation), seen firsthand, and the symbolic representation of that material or process were stressed. This study has demonstrated that, by taking into account the intellectual level of the learner, greater growth and higher achievement can result for introductory chemistry students. It has presented evidence that the Piagetian model of intellectual development is a useful approach for chemical educators to pursue. Presentation of new material in concrete terms with individual handling of materials and models and the individual performance of demonstrations can help introductory chemistry students grow and achieve. It is interesting that, while this approach may be necessary for the concrete operational members of a class, the formal operational members can also benefit from it. | |
Identifier: | 11699 (digitool), FADT11699 (IID), fau:8631 (fedora) | |
Degree granted: | Thesis (Educat.D.)--Florida Atlantic University, 1977. | |
Collection: | FAU Electronic Theses and Dissertations Collection | |
Note(s): | College of Education | |
Subject(s): |
Chemistry--Study and teaching (Higher) Science--Study and teaching--Aids and devices |
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Held by: | Florida Atlantic University Libraries | |
Persistent Link to This Record: | http://purl.flvc.org/fcla/dt/11699 | |
Sublocation: | Digital Library | |
Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU | |
Is Part of Series: | Florida Atlantic University Digital Library Collections. |