Abstract:

This study will evaluate the efficacy of using computer simulations in overcoming high school students' misconceptions on the quantum nature of chemical bonds. I plan to compare traditional methods of instruction such as lectures and laboratories to an intervention including interactive simulations and related activities in quantum chemistry. These simulations are developed under the National Science Foundation Grant Quantum Science Across Disciplines [QSAD].

My goal is to determine if using the QSAD materials in a setting of inquiry driven learning activities alters student understanding. My hypothesis is that students will shift to a paradigm that uses explanations at the atomic level of quantum chemistry to explain macroscopic phenomena like melting point, vapor pressure, and solubility, as a result of the intervention. I am currently using student concept maps and interviews to find the baseline misconceptions regarding understanding of quantum science in chemistry. After the intervention high school students will construct concept maps and be interviewed. A comparison will be made between pre and post interventions. The student interviews will be coded and along with their concept map scores be compared to the information obtained from students that exit a class using a traditional approach.

We have data from chemistry students in three different high school classes, located in suburban Boston. They have been randomly selected to include an even distribution of males and females as well as students of varying ability levels. The students were drawn from Advanced Placement, Honors, and Level One Chemistry courses. A university professor provided access to first year chemistry majors at the undergraduate level.

Data collection to date: