The abstract nature of chemistry necessitates the use of models to describe phenomena. In typical chemistry courses students are prompted to use models such as equations and graphical representations, a process described by the literature as thinking “with” models. Fewer opportunities are available for students to engage in metamodeling, in which they reason “about” models to consider the purpose of models and the role of data in model evaluation and revision. Previous work by our research group indicates that although students may have productive ideas for reasoning about the nature of models in general terms, students do not necessarily apply these ideas to mathematical models such as those typically encountered in general chemistry. In order to support students in developing more sophisticated metamodeling knowledge, our research team has developed collaborative learning activities designed based on the learning cycle used in Process Oriented Guided Inquiry Learning (POGIL). The activities are situated in general chemistry contexts, focusing on creating opportunities for students to engage in metamodeling through tasks designed around mathematical models. In this qualitative study, we describe our analysis of students’ engagement in metamodeling and process skills as they reason through collaborative learning activities.

Promoting student engagement in metamodeling through collaborative learning activities

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.