Effects of Inquiry when Teaching Stoichiometry in a High School Chemistry Course

University

Shawnee State University

Major

Natural Science - Physical Science 7-12

Student Type

Undergraduate Student

Presentation Types

Oral Presentation

Keywords:

Chemistry Education, Stoichiometry, Inquiry

Abstract

This research analyzed the effects of using inquiry-based methods when teaching stoichiometry in an introductory college-preparatory high school chemistry course at an economically disadvantaged school in southern Ohio. The researcher used a guided inquiry activity, Stoichiometry of S’mores, developed by specialists in the field of chemistry education. Students from three available chemistry courses were divided into two groups. Group one first learned the topic of stoichiometry through direct instruction and then with the guided inquiry activity. Group two first learned through the guided inquiry activity, followed by direct instruction. Through a mixed-methods approach, summative and formative assessments were used to help the researcher determine student success based on what order the material was presented.

Human Subjects

yes

IRB Approval

no

Faculty Mentor Name

Jodi Dunham

Faculty Mentor Title

Professor of Education

Faculty Mentor Academic Department

School of Education

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Effects of Inquiry when Teaching Stoichiometry in a High School Chemistry Course

This research analyzed the effects of using inquiry-based methods when teaching stoichiometry in an introductory college-preparatory high school chemistry course at an economically disadvantaged school in southern Ohio. The researcher used a guided inquiry activity, Stoichiometry of S’mores, developed by specialists in the field of chemistry education. Students from three available chemistry courses were divided into two groups. Group one first learned the topic of stoichiometry through direct instruction and then with the guided inquiry activity. Group two first learned through the guided inquiry activity, followed by direct instruction. Through a mixed-methods approach, summative and formative assessments were used to help the researcher determine student success based on what order the material was presented.