Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?Investigating Classroom Myths through Research on Teaching and Learning
Document TypeBook Chapter
Publication VersionPublished Version
AbstractStudies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are intentionally paired with one conceptual and one traditional item. This paper describes data from statistical analysis of the item pairs, and notes that for these exams, this gap is not evident, as overall performance is better on conceptual items. Possible implications for teaching and for research in Chemistry Education are noted.
Copyright OwnerAmerican Chemical Society
Citation InformationThomas Holme and Kristen Murphy. "Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?" Investigating Classroom Myths through Research on Teaching and Learning Vol. 1074 Iss. 12 (2011) p. 195 - 206
Available at: http://works.bepress.com/thomas_holme/29/