The American Association for the Advancement of Science (AAAS) has outlined four themes that define science literacy; these are systems, models, constancy and change, and scale.  Recently, the National Research Council has released the framework for K-12 science education that includes seven crosscutting concepts with �Scale, Proportion, and Quantity� as one.  Our research has shown that scale literacy is a better predictor for success in a general chemistry course than traditional measures and integrating scale as a theme in the undergraduate general chemistry curriculum has been accomplished through a variety of methods. The laboratory experiments previously taught in general chemistry were evaluated and updated to include specific scale-themed objectives.  Student performance was evaluated using a comprehensive approach that included a laboratory survey, weekly quizzes and traditional methods of assessment.  Residual analysis for both parts of the final exam showed 3-6% increases for the section receiving only scale-themed laboratory instruction, and 4-7% increases in performance for the section receiving both scale-themed laboratory instruction and supplemental instruction.Scale concepts were incorporated into traditional general chemistry lecture content using a scale learning progression built from empirical data.  This learning progression was aligned with a learning progression of general chemistry concepts and lecture content was altered accordingly to incorporate scale.  An observation rubric was developed and utilized for recording the presentation of the content and the atmosphere within the classroom.  Residual averages showed no gains in student performance on either part of the final exam, for groups receiving solely new lecture content or new lecture content and supplemental instruction.  The results of the final two experiments in which students are receiving all treatments described will be discussed, including the implications for practice and future directions of this project.  The authors gratefully acknowledge the financial support of the NSF (DUE-1140610) for support of this project.

Integrating scale themed instruction across the general chemistry curriculum

248th National Meeting (2014)

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