In our study, 121 General Chemistry I students completed a series of activities which included three distinct modules, each featuring a different way of teaching stoichiometry. The methodologies were taken from science education literature and included: Dimensional analysis; use of ratios; and an operational method.1-3 The on-line experiment was conducted using a treatment-control model.  Pretest results showed that, 73% of the students who participated had pre-existing knowledge on how to solve stoichiometry problems.  Constructivism asserts  that prior knowledge [of stoichiometry] can lead to better conceptual understanding and learning [of stoichiometry].4  Post examination results revealed that students who used an operational approach to describe how they solved stoichiometry scored statistically significantly higher (avg. 93), on an in-class examination, compared to those who used dimensional analysis (avg. 73).  Should we really be teaching our students dimensional analysis?  Can we transition our students to become operational thinkers?

Are we really doing a service to students by teaching dimensional analysis?

244th National Meeting (2012)

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