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Using Electronic Performance Support Systems (EPSS) to enhance high school students’ conceptual understanding of selected difficult chemistry topics.
PROCEEDINGS

, Illinois State University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of the study is to determine the extent to which computer-based instructional supplements enhance students' knowledge and skills in writing balanced chemical equations, solving stoichiometry problems, and mole concepts. The specific hypothesis to be tested is, do computer-based instructional supplements enhance students' acquisition of knowledge and skills in understanding how to solve chemical equations, and apply concepts in stoichiometry, and mole concept. This study is significant to teaching and learning of chemistry at high school level because it has long been recognized that many students who are relatively new to chemical concepts usually have difficulties in solving chemical equations, applying concepts in stoichiometry, and mole concepts. Working with these concepts and understanding how they relate to chemistry in general, is considered the quintessential element in understanding chemistry in general.

Citation

Bassoppo-Moyo, T.C. (2005). Using Electronic Performance Support Systems (EPSS) to enhance high school students’ conceptual understanding of selected difficult chemistry topics. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1292-1293). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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