Presentation Title

Assessing analytical chemistry curriculum: Students' misunderstandings of foundational concepts in statistics

Faculty Mentor

Sachel M. Villafane

Start Date

17-11-2018 8:30 AM

End Date

17-11-2018 10:30 AM

Location

HARBESON 6

Session

POSTER 1

Type of Presentation

Poster

Subject Area

education

Abstract

Analytical chemistry is an area of chemistry that provides essential knowledge and skills to those who will eventually enter the workforce. Basic analytical chemistry concepts involve accurate and precise measurements, applied statistics, proper laboratory instrumentation, and both quantitative and qualitative analysis. These skills are essential to any chemistry student, but research is limited in this area. The research conducted focused on students’ difficulties understanding and applying statistical analysis and measurements in chemistry. Students’ understanding of measurement and statistics as applied to chemistry were examined twice throughout a semester using a pre/post assessment. This assessment consists of multiple choice and open-ended questions and it was administered to students enrolled in the analytical chemistry lecture and lab. Think-aloud interviews were conducted to clarify the data collected from the assessments. The findings of this study will highlight students’ difficulties mastering basic foundational concepts found in analytical chemistry. Implications for researchers and educators will be discussed including possible interventions to help better equip students with the knowledge and skills necessary to succeed in the workforce.

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Nov 17th, 8:30 AM Nov 17th, 10:30 AM

Assessing analytical chemistry curriculum: Students' misunderstandings of foundational concepts in statistics

HARBESON 6

Analytical chemistry is an area of chemistry that provides essential knowledge and skills to those who will eventually enter the workforce. Basic analytical chemistry concepts involve accurate and precise measurements, applied statistics, proper laboratory instrumentation, and both quantitative and qualitative analysis. These skills are essential to any chemistry student, but research is limited in this area. The research conducted focused on students’ difficulties understanding and applying statistical analysis and measurements in chemistry. Students’ understanding of measurement and statistics as applied to chemistry were examined twice throughout a semester using a pre/post assessment. This assessment consists of multiple choice and open-ended questions and it was administered to students enrolled in the analytical chemistry lecture and lab. Think-aloud interviews were conducted to clarify the data collected from the assessments. The findings of this study will highlight students’ difficulties mastering basic foundational concepts found in analytical chemistry. Implications for researchers and educators will be discussed including possible interventions to help better equip students with the knowledge and skills necessary to succeed in the workforce.