Ideally, in attaining satisfactory scientific proficiency, undergraduate chemistry students should be able to solve both algorithmic and conceptual problems in chemistry. However, research has shown that students may produce correct answers to algorithmic chemistry problems while lacking understanding of the underlying chemical concepts. This study explores the influence of an instructional intervention introduced to address gaps typically occurring during calorimetry laboratory. Where algorithmic problem solving is traditionally emphasized during the thermochemistry experiment, this mixed methods research investigates the influence of concept mapping as a supplement during the calorimetry laboratory instruction. Student concept retention is characterized and quantified via the analysis of student artifacts and documents generated in conjunction with the calorimetry laboratory instruction. Preliminary findings will be reported.Key words: calorimetry laboratory, instructional intervention, concept maps

Concept retention in calorimetry laboratory instruction:  The influence of concept mapping as an instructional intervention

248th National Meeting (2014)

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