According to the US Department of Education's Data Story 2019*, 37% of high school students concentrate in career and technical education. This population is on the front lines of our work force yet underrepresented in research. This study evaluated the impact and outcomes of Modeling Instruction among 90 Junior and Senior students in a midwest career center serving rural, suburban, and urban school districts. We evaluated gain scores for scientific reasoning, conceptual understanding, and chemistry self-efficacy among high and lower performing students. The study further examined conceptual change within three specific lesson cycles (i.e., density, gas properties, and heating curves) for factors mediating student success with the pedagogy. Implications for instruction are based on field notes, surveys, and interviews.

Chemistry modeling instruction in career and technical education

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

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