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  Home > JCE Print > Journal of Chemical Education > Issues > 2006  > May  >
In the Classroom
Interactive Demonstrations for Mole Ratios and Limiting Reagents
Crystal Wood and Bryan Breyfogle
Department of Chemistry, Missouri State University, Springfield, MO 65804
Cover
May 2006
Vol. 83 No. 5
p. 741
Abstract
The objective of this study was to develop interactive lecture demonstrations (ILD) based on conceptual-change learning theory. Experimental instruction was designed for an introductory chemistry course for nonmajors to address misconceptions related to mole ratios and limiting reagents. Students were asked a series of questions related to two chemical demonstrations via an electronic keypad system. Questions asked during the demonstrations included conceptual items, particulate items, and traditional textbook-style calculations. Results indicate that use of the ILDs decreased students' misconceptions and that they were a positive addition to the course. Students' understanding was determined via a pretest and posttest that included multiple-choice and free-response questions. Students showed significant improvement on the multiple-choice items after instruction. Evaluation of free-response items via a rubric indicated that participants understanding of stoichiometry increased. A large majority of student evaluations suggested that the interactive system had a positive effect on their learning.
More Information
*  Citation
 Wood, Crystal; Breyfogle, Bryan. J. Chem. Educ. 2006 83 741.
*  Keywords
 Demonstrations; First-Year Undergraduate / General; High School / Introductory Chemistry; Learning Theories; Misconceptions / Discrepant Events; Reactions; Stoichiometry; Student-Centered Learning
*  History
 Created:
Last Updated:		 3/16/2006
3/22/2006
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