Elementary student achievement and teacher perception of an advanced chemistry curriculum

Daniel B. Fried 1, Pablo P. L. Tinio 2, Azuri Hughes 1, Diana Paneque 1
More Detail
1 Department of Chemistry, Saint Peter’s University, Jersey City, New Jersey, USA
2 Department of Educational Foundations, Montclair State University, Montclair, New Jersey, USA
EUR J SCI MATH ED, Volume 7, Issue 4, pp. 137-148. https://doi.org/10.30935/scimath/9539
OPEN ACCESS   1579 Views   1059 Downloads
Download Full Text (PDF)

ABSTRACT

Studying nature from the atomic and molecular perspective gives students access to modern scientific paradigms and could improve achievement and motivation towards science learning. A visual and tactile approach to chemistry can form the foundation for a child-friendly but high-level chemistry curriculum and could be a powerful tool to invigorate early STEM learning. This five-session study utilized a previously reported organic chemistry learning program that featured animated presentations, hands-on molecular model building, and image-based computer modeling of macromolecules. Twenty-six fourth, fifth, and sixth grade students participated in the study. Importantly, teachers at the school showed a high degree of engagement and participation towards the program, and they embedded the chemistry material in their classes and projects. This teacher involvement created synergy with the program and supports the notion that high-level chemistry content can be very beneficial to students and teachers, and can open new avenues of study, even for young students. Teacher survey results revealed that the exposure to the chemistry learning program benefitted them professionally by providing them with useful knowledge and pedagogical strategies that they could readily use to enhance their own teaching.

CITATION

Fried, D. B., Tinio, P. P. L., Hughes, A., & Paneque, D. (2019). Elementary student achievement and teacher perception of an advanced chemistry curriculum. European Journal of Science and Mathematics Education, 7(4), 137-148. https://doi.org/10.30935/scimath/9539

REFERENCES

  • Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The Future of Children, 75-94.
  • Daniels, E. (2017). Curricular factors in middle school teachers’ motivation to become and remain effective. RMLE Online, 40(5), 1-14.
  • Dori, Y. J., & Kaberman, Z. (2012). Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science, 40(1), 69-91. doi:10.1007/s11251-011-9172-7
  • Fried, D. B., Tinio, P. P., Gubi, A., & Gaffney, J. P. (2019). Enhancing elementary science learning through organic chemistry modeling and visualization. European Journal of Science and Mathematics Education, 7(2), 73-82.
  • Kali, Y., & Linn, M. C. (2008). Designing effective visualizations for elementary school science. The elementary school journal, 109(2), 181-198.
  • Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42, 196-222.
  • Martin, A. J. (2006). The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching. AsiaPacific Journal of Teacher Education, 34(1), 73-93.
  • Metz, K. E. (2008). Narrowing the gulf between the practices of science and the elementary school science classroom. The Elementary School Journal, 109(2), 138-161.
  • National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, Rising above the gathering storm: energizing and employing America for a brighter economic future (Washington, DC: The National Academies Press, 2007), pp. 1–591.
  • Nord, C., Roey, S., Perkins, R., Lyons, M., Lemanski, N., Brown, J., &Schuknecht, J. (2011). The Nation's Report Card [TM]: America's High School Graduates. Results of the 2009 NAEP High School Transcript Study. NCES 2011-462. National Center for Education Statistics.
  • PyMOL: The PyMOL Molecular Graphics System, Version 2.0 Schrödinger, LLC.
  • Vedder‐Weiss, D., & Fortus, D. (2012). Adolescents' declining motivation to learn science: A follow‐up study. Journal of Research in Science Teaching, 49(9), 1057-1095. doi:10.1002/tea.21049
  • Wu, H. K., & Shah, P. (2004). Exploring visuospatial thinking in chemistry learning. Science education, 88(3), 465-492.