Promoting the Progression of Chemical Reasoning of Pre-medical Students: Comparison of Reductionist Mereology Instruction and Conventional Instruction (74747)

Session Information: Assessment Theories & Methodologies
Session Chair: Jonathan Barcelo

Thursday, 23 November 2023 12:10
Session: Session 2
Room: Room 608
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Promoting the progression of chemical reasoning among pre-medical students fosters the improvement of clinical decision-making, as chemistry concepts are embedded in health contexts. However, there is a dearth of literature on innovative teaching strategies that target the progression of chemical reasoning in biochemistry. In this study, the effects of conventional instruction and reductionist mereology instruction were compared using Rasch analysis. The reductionist mereology instruction involved the utilization of reductionist part-whole relationship fallacies in chemistry during argumentation activities, while conventional instruction was based on the application of the structure-property relationships. Thirteen intact classes of pre-medical students from a tertiary institution in the Philippines were randomly assigned to the mereology instruction group (N=290) and conventional instruction group (N=287). The teaching interventions were implemented for 12 weeks. Students’ chemical reasoning in chemistry was assessed before and after the teaching interventions. Other variables, such as knowledge of visual representations, prior knowledge of chemistry concepts, and cognitive load were also measured. Rasch analyses were applied in the analysis of the impacts of the teaching interventions on the progression of chemical reasoning of the students. While both interventions were effective, the reductionist mereology instruction resulted in a greater progression of chemical reasoning for pre-medical students. The conditions to ensure the success of the teaching interventions were discussed and implications to chemistry teaching in pre-medical programs were described.

Authors:
Jonathan Barcelo, Saint Louis University, Philippines


About the Presenter(s)
Dr. Jonathan Barcelo is currently a professor of Saint Louis University, Baguio City, Philippines. His current research work is focused on the application of Rasch measurement in chemistry education.

See this presentation on the full scheduleThursday Schedule



Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00