The Effect of Instructional Modality and Prior Knowledge on Learning Point Group Symmetry

• Published in: Journal of science education and technology Vol. 14; no. 1; pp. 51 - 58
• Main Authors: Nottis, Katharyn E. K., Kastner, Margaret E.
• Format: Journal Article
• Language: English
• Published: New York Springer Science+Business Media, Inc 01.03.2005; Springer; Springer Nature B.V
• Subjects: Comparative Testing; Computer Assisted Instruction; Computers; Computers in education; Courseware; Higher Education; Inorganic Chemistry; Knowledge; Learning; Learning Processes; Learning styles; Lecture Method; Lectures; Mathematics education; Nursing students; Organic chemistry; Point groups; Pretests Posttests; Prior Learning; Scientific Concepts; Students; Symmetry; Undergraduate Students
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-005-2733-2

Many topics in chemistry are difficult for learners to understand, including symmetry. Reasons for this difficulty include its multi-level content, instructional methodologies utilized, and learner variables. This study examined the effect of initial instructional modality and prior knowledge on learning of point group symmetry. Forty-four students in a sophomore-level inorganic chemistry class at a small private university were divided by pre-selected lab groups into two groups, lecture and computer, for introductory information about point group symmetry. Both groups had low prior knowledge of symmetry elements although the lecture group had significantly higher knowledge than the computer group. After initial instruction, the lecture group scored significantly higher than the computer group on a point group assessment, even when prior knowledge was controlled. A second assessment, given after both groups had follow-up information from computer courseware, showed no significant difference between the groups. The computer group significantly improved between the two assessments, the lecture group did not. At the end-of-the semester post-test showed no significant difference between the two groups, although only 50% of the students in each group achieved mastery. Factors affecting the significant improvement of the low prior knowledge, computer group were examined and recommendations for future research provided.