In traditional chemistry curricula, undergraduate students use scientific models to predict and explain chemical phenomena in their chemistry courses. However, in most courses, there is limited emphasis on the epistemic nature of scientific models and modeling – where models come from, why models are useful, when models might change. Here, we present a novel approach to assessment of undergraduate chemistry students epistemic ideas related to models and modeling. The assessment tool, the Models in Chemistry - Ordered Multiple-Choice (MC-OMC) is designed based on a learning progression and intended to distinguish between students with expert-like ideas, students with mid-level ideas that might be leveraged in instruction, and students with naïve or non-normative ideas about models and modeling. Preliminary results related to the validity and reliability of data generated by the MC-OMC will be presented.

A novel approach to assessment of undergraduate students' epistemic knowledge of models and modeling

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.