Previously, the development of a critical thinking schema was explored for general chemistry students through implementation in Supplemental Instruction (SI) sessions. Therefore, to further determine its efficacy among a greater number of students, the next step was to study the schema and analyze results within a General Chemistry II class and its attached SI. Comprised of four framework components, the critical thinking schema is general, and therefore applicable for a variety of topics—such as in acid/base equilibrium. By framing the question, understanding concepts, organizing knowledge, and justifying the answer, students are more successful in solving calculation-based word problems found in general chemistry. As a result of using the schema, students develop confidence in comprehending questions and show improvement in test performance. The critical thinking schema is introduced to the General Chemistry II students, so that it may be used in the class, as well as in future courses.

Implementing a critical thinking schema in a general chemistry II class

251st National Meeting (2016)

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