Abstract
Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.”
Similar content being viewed by others
Notes
When simulations are exploratory in nature learners are able to design their own tasks unbounded by performance standards. Specific consideration of exploratory opportunities is addressed in the Results and Discussion section (Exploratory Environments)
Additional discussion of tutorials is included in the Online Features section
References
Amato I (1991) Chemistry with a thousand faces. Science 253:1212–1213
Anderson J (1993) Rules of the mind. Erlbaum, Hillsdale
Anderson J, Boyle C, Reiser B (1985) Intelligent tutoring systems. Science 228:456–462
Bangert-Drowns R, Kulik C-L, Kulik J, Morgan M-T (1991) The instructional effect of feedback in test-like events. Rev Educ Res 61:213–238
Bransford J, Brown A, Cocking R (eds) (1999) How people learn: brain, mind, experience, and school. National Academy Press, Washington, DC
Breslow R (2001) Not so general chemistry. Chem Eng News 79:5
Chi M (2005) Commonsense conceptions of emergent processes: why some misconceptions are robust. J Learn Sci 14:161–199
Chi M, Feltovich P, Glaser R (1981) Categorization and representation of physics problems by experts. Cognit Sci 5:121–152
Chi M, Roscoe R (2002) The processes and challenges of conceptual change. In: Limon M, Mason L (eds) Reframing the process of conceptual change: integrating theory and practice. Kluwer Academic, Dordrecht, pp 3–27
Chinn C, Malhotra B (2002) Epistemologically authentic inquiry in schools: a theoretical framework for evaluating inquiry tasks. Sci Educ 86:175–218
Clark R, Mayer R (2003) e-Learning and the science of instruction. Jossey-Bass/Pfeiffer, San Francisco
Cobb G (1987) Introductory textbooks: a framework for evaluation. J Am Stat Assoc 82:321–339
De Jong T, Van Joolingen W (1998) Scientific discovery learning with computer simulations of conceptual domains. Rev Educ Res 68:179–201
DiSessa A (2000) Changing minds: computers, learning, and literacy. MIT Press, Cambridge
Evans K, Leinhardt G, Karabinos M, Yaron D (2006) Chemistry in the field and chemistry in the classroom: a cognitive disconnect? J Chem Educ 83:665–661
Gabel D, Bunce D (1994) Research on problem solving: chemistry. In: Gabel D (ed) Handbook of research on science teaching and learning. Simon and Schuster/ Macmillan, New York, pp 301–326
Gick M, Holyoak K (1980) Analogical problem solving. Cognit Psychol 12:306–355
Gick M, Holyoak K (1983) Schema induction and analogical transfer. Cognit Psychol 15:1–38
Gilbert T, Kirss R, Davies G (2004) Chemistry: the science in context. WW Norton & Company, New York
Johnstone A (2000) Teaching of chemistry-logical or psychological? Chem Educ Res Pract Eur 1:9–15
Larkin J, Simon H (1987) Why a diagram is (sometimes) worth ten thousand words. Cognit Sci 11:65–99
Larreamendy-Joerns J, Leinhardt G (2006) Going the distance with online education. Rev Educ Res 76:1–39
Larreamendy-Joerns J, Leinhardt G, Corredor J (2005) Six online statistics courses: examination and review. Am Stat 59:240–251
Lee S, Lee Y (1991) Effects of learner-control versus program control strategies on computer-aided learning of chemistry problems: for acquisition or review? J Educ Psychol 83:491–498
Leinhardt G (2001) Instructional explanations: a commonplace for teaching and location for contrast. In: Richardson V (ed) Handbook of research on teaching, 4th edn. American Educational Research Association, Washington, DC, pp 33–357
Mason B, Bruning R (2001) Providing feedback in computer-based instruction: what the research tells us, Retrieved May 1, 2006, from University of Nebraska-Lincoln, Center for Instructional Innovation Web site: http://dwb.unl.edu/Edit/MB/MasonBruning.html
Mioduser D, Nachmias R, Lahav O, Oren A (2000) Web-based learning environments: current pedagogical and technological state. J Res Comput Educ 33:55–76
Mory E (1996) Feedback research. In: Jonassen D (ed) Handbook of research for educational communications and technology. Simon and Schuster/Macmillan, New York, pp 919–956
Nachmias R, Tuvi I (2001) Taxonomy of scientifically oriented educational websites. J Sci Educ Technol 10:93–104
Narciss S (2004) The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Exp Psychol 51:214–228
Osin L, Lesgold A (1996) A proposal for the reengineering of the educational system. Rev Educ Res 66:621–656
Penner D (2000) Explaining processes: investigating middle school students’ understanding of emergent phenomena. J Res Sci Teach 37:784–806
Perkins D, Salomon G (1989) Are cognitive skills context-bound? Educ Res 18:16–25
Quilici J, Mayer R (1996) Role of examples in how students learn to categorize statistics word problems. J Educ Psychol 88:144–161
Rissland E (1991) Example based reasoning. In: Voss J, Perkins D, Segal J (eds) Informal reasoning and education. Erlbaum, Hillsdale, pp 187–208
Rosenbaum D, Carlson R, Gilmore R (2001) Acquisition of intellectual and perceptual motor skills. Ann Rev Psychol 52:453–470
Scerri E (2000) Philosophy of chemistry—a new interdisciplinary field. J Chem Educ 77:522–525
Schwab J (1962) The teaching of science as inquiry. In: Schwab J, Brandwein P (eds) The teaching of science. Harvard University Press, Cambridge, pp 3–103
Swaak J, De Jong T (2007) Order or no order: system versus learner control in sequencing simulation-based discovery learning. In: Ritter F, Nerb J, Lehtinen E, O’Shea T (eds) In order to learn: how the sequence of topics influences learning. Oxford University Press, New York, pp 181–194
Tuvi I, Nachmias R (2001) Current state of web sites in science education—focus on atomic structure. J Sci Educ Technol 10:293–303
Tuvi-Arad I, Nachmias R (2003) A study of web-based learning environments focusing on atomic structure. J Comput Math Sci Teach 22:225–240
Van Merrienboer J, Kirschner P, Kester L (2003) Taking the load off a learner’s mind: instructional design for complex learning. Educ Psychol 38:5–13
Yaron D, Leinhardt G, Karabinos M (2004) Shape, transformation, and energy: critical resources for thinking in chemistry. Unpublished manuscript, University of Pittsburgh, Pittsburgh
Acknowledgements
The authors want to acknowledge Joyce Fienberg for helping to review earlier versions of this manuscript. The work was funded in part by the William and Flora Hewlett Foundation through the Open Learning Initiative project.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Evans, K.L., Leinhardt, G. A Cognitive Framework for the Analysis of Online Chemistry Courses. J Sci Educ Technol 17, 100–120 (2008). https://doi.org/10.1007/s10956-007-9087-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-007-9087-x