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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > June  >
Research: Science and Education
Chemical Education Research
"One Firm Spot": The Role of Homework as Lever in Acquiring Conceptual and Performance Competence in College Chemistry
Jordi Cuadros and David Yaron
Department of Chemistry, Carnegie Mellon University, Pittsburgh, PA 15213

Gaea Leinhardt
Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260

Cover
June 2007
Vol. 84 No. 6
p. 1047
Abstract
While learning at the K–12 level is a well-characterized process, how learning occurs in college is still underspecified. We report in this paper how different learning opportunities affect achievement in a large college chemistry class that makes use of authentic problem-solving activities supported by scenarios and virtual laboratories. Our study reveals that: (a) a significant portion of the learning takes place in the self-directed study the last few days before the exams; (b) authentic problem-solving activities have an important mediating effect in learning; (c) self-directed study and homework are the most relevant learning opportunities, explaining 48% of the course achievement in this course; (d) study and carefully planned homework activities can overcome the initial differences in prior knowledge.
Supplement
A number of materials relating to the study described in this paper are available, including: detailed regression data; the pretest; homework sets 1–9; practice exams 2 and 3; and course exams 1–3 as well as the final exam.
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Contents
  JCE2007p1047W.pdf
 
More Information
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Citation
Cuadros, Jordi; Yaron, David; Leinhardt, Gaea. J. Chem. Educ. 2007, 84, 1047.
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Keywords
Chemical Education Research; Computer-Based Learning; Constructivism; First-Year Undergraduate / General; Learning Theories; Problem Solving / Decision Making; Student-Centered Learning
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History
Created:
Last Updated:
4/24/2007
5/3/2007
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