General chemistry knowledge is important for chemistry and biology students. By improving chemistry knowledge, biology students should have a more conceptual understanding of these topics. Students are expected to have prior knowledge of algebraic methods when they enter general chemistry. In assessing their ability to apply these skills to chemistry problems, their understanding of these concepts is determined. Supplemental Instruction (SI) provides an opportunity for students, outside of traditional lecture, to apply chemical knowledge to problems and discussion. The SI Peer Leader serves as the expert in constructing chemical knowledge. Students are often unable to identify gaps in their knowledge. By asking appropriate questions, the expert is able to identify knowledge gaps and help students make connections between chemical concepts. In this way, students are able to achieve greater depth of knowledge. The purpose of this research was to assess if there is a benefit to students participating in SI.

Bridging knowledge gaps in chemical concepts

245th National Meeting (2013)

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