Students historically struggle in introductory chemistry courses. This experiment was designed to test a hypothesized method to increase student success which utilized metacognition, reflection, and the creation of pathway maps. An introductory chemistry course at BGSU was given two sets of pre-assignments, pathway map assignments, and post-assignments which was related to the topics they were learning in class. The pre-assignments and post-assignments were used to determine if there was a change in understanding before and after the pathway map assignment was completed and the pathway map assignment was based on a question that was given in the pre-assignment. The students in this experiment did not show a significantly different change in performance between the pre- and post-assignments in either of the two replicates. In future replicates, changes need to be made in order to increase effectiveness of the experiment including better communication between researchers and between the researchers and the students.
Dr. Moira van Staaden
First Advisor Department
Dr. David Erickson
Second Advisor Department
Schwartz, Kayla, "Metacognition and the Utility of Pathway Maps in Introductory Chemistry" (2018). Honors Projects. 411.
Higher Education Commons, Other Chemistry Commons, Science and Mathematics Education Commons