Modeling instruction has been successfully implemented in high school physics courses. More recent efforts have extended the use of this technique to high school chemistry courses, though few reports on the usages and results of this technique in chemistry settings are found in the current literature. This technique focusses on conceptual understanding of chemical phenomena and the demonstration of data collection and interpretation, as opposed to required memorization of collections of scientific facts that can seem unrelated to newer learners. This study was designed to identify and quantify the impacts of this teaching technique on students’ understanding broadly, as measured through mastery of concepts, incorporation of past material in learning new material, and retention. Approximately 60 students at Madison Central High School in Richmond, Kentucky voluntarily participated in the study. As part of normal coursework, students completed pre-tests and post-tests before and after specific activities and units. Between the pre- and post-tests students participated in a number of different activities and interventions. These activities were designed to teach students to use particle-based models to describe their observations and to understand atomic and molecular level phenomena. Thus far, the instructor and observing administrators have been (positively) overwhelmed by eager student participation, engagement, and curiosity. Initial test results indicate strong conceptual mastery and retention. Specific findings and lessons learned throughout the semester will be discussed. It is critically important that the efficacy of modeling instruction be studied thoroughly and communicated broadly, as the knowledge gained informs the choice made by teachers and administrators throughout the country thereby affecting large numbers of high school students.

Evaluating the efficacy of modeling instruction in high school chemistry courses

253rd National Meeting (2017)

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