Using Topic Order To Reinforce Student Algebra Skills in a Community College Introductory Chemistry Course
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Alan W. Blakely [1]
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[1] University of Kansas
University of Kansas
City of Lawrence, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 88, Nº 7, 2011, págs. 858-859
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This article describes the impact of starting with gases in an introductory chemistry course at a community college. Students in the author’s class frequently are very weak in algebra skills, and this has a cumulative impact over time that culminates in student struggles when moles and reaction stoichiometry are discussed. The rationale behind starting with gases was that the topic has a relatively small content load while giving students the opportunity to manipulate and apply algebraic equations. The author observed improved student performance, particularly when discussing moles and stoichiometry.
