Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?

dc.contributor.author Holme, Thomas
dc.contributor.author Murphy, Kristen
dc.contributor.author Holme, Thomas
dc.contributor.department Chemistry
dc.date 2018-02-17T08:32:08.000
dc.date.accessioned 2020-06-30T01:20:37Z
dc.date.available 2020-06-30T01:20:37Z
dc.date.copyright Sat Jan 01 00:00:00 UTC 2011
dc.date.issued 2011-01-01
dc.description.abstract <p>Studies over the past two decades have emphasized a gap between relatively weak student performance on conceptual items versus traditional items. The ACS Examinations Institute has released a pair of exams for general chemistry in which items are intentionally paired with one conceptual and one traditional item. This paper describes data from statistical analysis of the item pairs, and notes that for these exams, this gap is not evident, as overall performance is better on conceptual items. Possible implications for teaching and for research in Chemistry Education are noted.</p>
dc.description.comments <p>Reprinted (adapted) with permission from ACS Symposium Series, Chapter 12, pp 195–206 Vol. 1074. Copyright 2011 American Chemical Society.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/chem_pubs/496/
dc.identifier.articleid 1500
dc.identifier.contextkey 7937848
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath chem_pubs/496
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/14960
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/chem_pubs/496/0-2011_Holme_AssessingConeptualVersus_License.pdf|||Sat Jan 15 00:30:39 UTC 2022
dc.source.bitstream archive/lib.dr.iastate.edu/chem_pubs/496/2011_Holme_AssessingConeptualVersus.pdf|||Sat Jan 15 00:30:40 UTC 2022
dc.source.uri 10.1021/bk-2011-1074.ch012
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.disciplines Higher Education
dc.subject.disciplines Other Chemistry
dc.subject.disciplines Science and Mathematics Education
dc.title Assessing Conceptual versus Algorithmic Knowledge: Are We Engendering New Myths in Chemical Education?
dc.type article
dc.type.genre book_chapter
dspace.entity.type Publication
relation.isAuthorOfPublication adb02cee-6393-48a4-a53c-dbd1002b5ac9
relation.isOrgUnitOfPublication 42864f6e-7a3d-4be3-8b5a-0ae3c3830a11
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