The AP Descriptive Chemistry Question: Student Errors
Kent Crippen, University of Nevada Las Vegas, United States ; David Brooks, University of Nebraska - Lincoln, United States
JCMST Volume 24, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
For over a decade, the authors have been involved in a design theory experiment providing software for high school students preparing for the descriptive question on the Advanced Placement (AP) Chemistry Exam. Since 1997, the software has been available as a Web site offering repeatable practice. This study describes a four-year dataset on incorrect responses trapped using the most recent interface. A descriptive analysis suggests that the most basic errors include: failing to write appropriate chemical formulas, recognizing reactive species in net ionic reactions, and recognizing weak electrolytes. The largest single group of reported errors, recognizing weak electrolytes, implies strategies for improved student performance on the AP exam. Further, the results of this study support the development of greatly enhanced feedback for future learners using the site.
Crippen, K. & Brooks, D. (2005). The AP Descriptive Chemistry Question: Student Errors. Journal of Computers in Mathematics and Science Teaching, 24(4), 357-366. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Suhasini Kotcherlakota & David Brooks, University of Nebraska-Lincoln, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3995–3999
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