Modeling meaningful learning in chemistry using structural equation modeling

Chemistry Education Research and Practice

Volumn 14, Issue 4, 2013, Pages 421-430

  Brandriet, Alexandra R ^a   Ward, Rose Marie ^a   Bretz, Stacey Lowery ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84886658841     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c3rp00043e     Document Type: Article

References (70)

1. American Chemical Society, (2012), American Chemical Society Division of Chemical Education Examination Institute Retrieved Nov., 2012, from http://chemexams.chem.iastate.edu/
2. Ausubel D. P., (1963), The psychology of meaningful verbal learning; an introduction to school learning, New York, NY: Grune & Stratton
3. Ausubel D. P., (1968), Educational psychology; A cognitive view, New York, NY: Holt, Rinehart, and Winston Inc
4. Ausubel D. P., (2000), The acquisition and retention of knowledge: a cognitive view, Dordrecht, Boston: Kluwer Academic Publishers
5. Banerjee A. C., (1991), Misconceptions of students and teachers in chemical equilibrium, Int. J. Sci. Educ., 13 (4), 487-494
6. Barbera J., Adams W. K., Wieman C. E. and Perkins K. K., (2008), Modifying and validating the Colorado Learning Attitudes about Science Survey for use in chemistry, J. Chem. Educ., 85 (10), 1435-1439
7. Bauer C. F., (2005), Beyond student attitudes: chemistry self-concept inventory for assessment of the affective component of student learning, J. Chem. Educ., 82 (12), 1864-1870
8. Bauer, C. F., (2008), Attitudes towards chemistry: a semantic differential instrument for assessing curriculum impact, J. Chem. Educ., 85 (10), 1440-1445
9. Bennett J., Rollnick M., Green G. and White M., (2001), The development and use of an instrument to assess students' attitude to the study of chemistry, Int. J. Sci. Educ., 23 (8), 833-845
10. Bentler P. M. and Yuan K. H., (1999), Structural equation modeling with small samples: test statistics, Multivariate Behav. Res., 34 (2), 181-197
11. Brandriet A. R., Xu X. Y., Bretz S. L. and Lewis J. E., (2011), Diagnosing changes in attitude in first-year college chemistry students with a shortened version of Bauer's semantic differential, Chem. Educ. Res. Pract., 12 (2), 271-278
12. Bretz S. L., (2001), Novak's theory of education: human constructivism and meaningful learning, J. Chem. Educ., 78 (8), 1107
13. Bretz S. and Linenberger K., (2012), Development of the enzyme-substrate interactions concept inventory, Biochem. Mol. Biol. Educ., 40 (4), 229-233
14. Bullock H. E., Harlow L. L. and Mulaik S. A., (1994), Causation issues in structural equation modeling research, Struc. Equ. Modeling, 1 (3), 253-267
15. Bunce D. M., VandenPlas J. R. and Havanki K. L., (2006), Comparing the effectiveness on student achievement of a student response system versus Online WebCT quizzes, J. Chem. Educ., 83 (3), 488-493
16. Byrne B. M., (2010), Structural equation modeling with AMOS: basic concepts, applications, and programming, 2nd edn, New York: Routledge
17. Byrne B. M., (2012), Structural equation modeling with Mplus: basic concepts, applications, and programming, New York: Routledge
18. Cardellini L., (2004), Conceiving of concept maps to foster meaningful learning: an interview with Joseph D. Novak, J. Chem. Educ., 81 (9), 1303-1308
19. Cooper M. M. and Sandi-Urena S., (2009), Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving, J. Chem. Educ., 86 (2), 240-245
20. Cooper M. M., Sandi-Urena S. and Stevens R., (2008), Reliable multi method assessment of metacognition use in chemistry problem solving, Chem. Educ. Res. Pract., 9 (1), 18-24
21. Cracolice M. S., Deming J. C. and Ehlert B., (2008), Concept learning versus problem solving: a cognitive difference, J. Chem. Educ., 85 (6), 873-878
22. Davidowitz B., Chittleborough G. and Murray E., (2010), Student-generated submicro diagrams: a useful tool for teaching and learning chemical equations and stoichiometry, Chem. Educ. Res. Pract., 11 (3), 154-164
23. Driscoll M. P., (2005), Psychology of learning for instruction, 3rd edn, Boston: Pearson Allyn and Bacon
24. Garnett P. J. and Treagust D. F., (1992), Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and oxidation-reduction equations, J. Res. Sci. Teach., 29 (2), 121-142
25. Grove N. and Bretz S. L., (2007), CHEMX: an instrument to assess students' cognitive expectations for learning chemistry, J. Chem. Educ., 84 (9), 1524-1529
26. Hancock G. R. and Mueller R. O., (2006), Structural equation modeling: a second course, Greenwich, CT: Information Age Publishing Inc
27. Holme T., Bretz S. L., Cooper M., Lewis J., Paek P., Pienta N., Stacey A., Stevens R. and Towns M., (2010), Enhancing the role of assessment in curriculum reform in chemistry, Chem. Educ. Res. Pract., 11 (2), 92-97
28. Hu L. and Bentler P. M., (1999), Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Struc. Equ. Modeling, 6 (1), 1-55
29. Kan A. and Akbas A., (2006), Affective factors that influence chemistry achievement (attitude and self efficacy) and the power of these factors to predict chemistry achievement - I, J. Turk. Sci. Educ., 3 (1), 76-85
30. Kline R. B., (2011), Principles and practice of structural equation modeling, in Kenny D. A. (ed.), New York, NY: The Guildford Press
31. Lawrie G., Adams D., Blanchfield J. and Gahan L., (2009), The CASPiE Experience: Undergraduate Research in 1st Year Chemistry Laboratory. Paper presented at the UniServe Science Conference, The University of Sydney, Australia
32. Lewis S. E and Lewis J. E., (2005), Departing from lectures: an evaluation of a peer-led guided inquiry alternative, J. Chem. Educ., 82 (1), 135-139
33. Lewis S. E. and Lewis J. E., (2007), Predicting at-risk students in general chemistry: comparing formal thought to a general achievement measure, Chem. Educ. Res. Pract., 8 (1), 32-51
34. Lewis S. E., Shaw J. L., Heitz J. O. and Webster G. H., (2009), Attitude counts: self-concept and success in general chemistry, J. Chem. Educ., 86 (6), 744-749
35. Maassen G. H. and Bakker A. B., (2001), Suppressor variables in path models, Soc. Meth. Res., 30, 241-270
36. MacCallum R. C., Browne M. W. and Sugawara H. M., (1996), Power analysis and determination of sample size for covariance structure modeling, Psychol. Meth., 1 (2), 130-149
37. Mardia K. V., (1970), Measures of multivariate skewness and kurtosis with applications, Biometrika, 57 (3), 519-530
38. Mattox A. C., Reisner B. A. and Rickey D., (2006), What happens when chemical compounds are added to water? An introduction to the Model-Observe-Reflect-Explain (MORE) Thinking Frame, J. Chem. Educ., 83 (4), 622-624
39. McClary L. and Bretz S., (2012), Development and Assessment of a Diagnostic Tool to Identify Organic Chemistry Students' Alternative Conceptions Related to Acid Strength, Int. J. Sci. Educ., 34 (15), 2317-2341
40. Mintzes J. J., Wandersee J. H. and Novak J. D., (1997), Meaningful Learning is Science: The Human Constructivist Perspective, in Phye G. D. (ed.), Handbook of Academic Learning Construction of Knowledge, San Diego, CA: Academic Press Inc., pp. 405-451
41. Mplus, (2012), Chi-square difference testing using the Satorra-Bentler scaled chi-square. Retrieved Nov., 2012, from http://www.statmodel.com/chidiff. shtml
42. Muthén L. K. and Muthén B. O., (1998-2010), Mplus User's Guide, 6th edn, Los Angeles, CA: Muthén & Muthén
43. Naah B. M. and Sanger M. J., (2012), Student misconceptions in writing balanced equation for dissolving ionic compounds in water, Chem. Educ. Res. Pract., 13 (3), 186-194
44. Nakhleh M. B., (1992), Why some students don't learn chemistry: chemistry misconceptions, J. Chem. Educ., 69 (3), 191-196
45. Nakhleh M. B. and Mitchell R. C., (1993), Concept learning versus problem solving: there is a difference, J. Chem. Educ., 70 (3), 190-192
46. National Research Council, (2012), Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, in Singer S. R., Nielsen N. R. and Schweingruber H. A. (ed.), Committee on the Status, Contributions, and Future Direction of Discipline-based Education Research. Board on Science Education, Division of Behavioral and Social Sciences and Education, Washington, DC: The National Academies Press
47. Nieswandt M., (2007), Student affect and conceptual understanding in learning chemistry, J. Res. Sci. Teach., 44 (7), 908-937
48. Novak J. D., (1998), Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations, Mahwah, N.J.: L. Erlbaum Associates
49. Novak J. D., (2002), Meaningful learning: the essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners, Sci. Educ., 86 (4), 548-571
50. Novak J. D., (2010), Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations, New York, NY: Routledge Taylor & Francis Group
51. Pintrich P. R. and Johnson G. R., (1990), Assessing and improving students' learning strategies, New Dir. Tech. Learn., 42, 83-92
52. POGIL, (2012), Process-Oriented Guided Inquiry Learning, (last accessed July, 2012, from http://www.pogil.org)
53. Poock J. R., Burke K. A., Greenbowe T. J. and Hand B. M., (2007), Using the science writing heuristic in the general chemistry laboratory to improve students' academic performance, J. Chem. Educ., 84 (8), 1371-1379
54. Raykov T. and Marcoulides G. A., (2006), A first course in structural equation modeling, 2nd edn, Mahwah, N.J.: Lawrence Erlbaum Associates
55. Rosenberg M. J. and Hovland C. I., (1960), Cognitive, affective, and behavioral components of attitude, in Rosenberg M. J. and Hovland C. I. (ed.), Attitude organization and change, New Haven, CT: Yale University Press, pp. 1-14
56. Sandi-Urena S., Cooper M. M., Gatlin T. A. and Bhattacharyya G., (2011), Students' experience in a general chemistry cooperative problem based laboratory, Chem. Educ. Res. Pract., 12 (4), 434-442
57. Satorra A. and Bentler P. M., (2001), A scaled difference chi-square test statistic for moment structure analysis, Psychometrika, 66 (4), 507-514
58. Schreiber J. B., Nora A., Stage F. K., Barlow E. A. and King J., (2006), Reporting structural equation modeling and confirmatory factor analysis results: a review, J. Educ. Res., 99 (6), 323-337
59. Spencer J. N., (1999), New directions in teaching chemistry: a philosophical and pedagogical basis, J. Chem. Educ., 76, 566-569
60. Stefani C. and Tsaparlis G., (2009), Students' levels of explanations, models, and misconceptions in basic quantum chemistry: a phenomenographic study, J. Res. Sci. Teach., 46 (5), 520-536
61. Steinkamp M. W. and Maehr M. L., (1983), Affect, ability, and science achievement: a quantitative synthesis of correlational research, Rev. Educ. Res., 53 (3), 369-396
62. Tabachnick B. G. and Fidell L. S., (2001), Using multivariate statistics, 5th edn, Boston, MA: Pearson Education
63. Taber K. S., (2002), Conceptualizing quanta: illuminating the ground state of student understanding of atomic orbitals, Chem. Educ. Res. Pract., 3 (2), 145-158
64. Tobin K. G. and Capie W., (1981), The development and validation of a group test of logical thinking, Educ. Psychol. Meas., 41 (2), 413-423
65. Turner R. C. and Lindsay H. A., (2003), Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry, J. Chem. Educ., 80 (5), 563-568
66. Velicer W. F., (1978), Suppressor variables and the semipartial correlation coefficient, Educ. Psychol. Meas., 38, 953-958
67. Xu X. and Lewis J. E., (2011), Refinement of a chemistry attitude measure for college students, J. Chem. Educ., 88 (5), 561-568
68. Xu X., Villanfane S. M. and Lewis J. E., (2013), College students' attitudes towards chemistry, conceptual knowledge and achievement: structural equation model analysis, Chem. Educ. Res. Pract., 14 (2), 188-200
69. Yuan K. H. and Bentler P. M., (2000), Three likelihood-based methods for mean and covariance structure analysis with nonnormal missing data, Soc. Meth., 30, 165-200
70. Zoller U., Lubezky A., Nakhleh M. B., Tessier B. and Dori Y. J., (1995), Success on algorithmic and LOCS vs. conceptual chemistry exam questions, J. Chem. Educ., 72 (11), 987-989