Development of Measures of Student’s Understanding of Core Chemistry Concepts

The development of these measures is based on the Building-block approach (Wilson, 2005). How this work fits into the bigger picture of teaching and learning is illustrated in the diagram below.

This work utilizes both qualitative (phenomenography) and quantitative research techniques. Qualitative data comes form student-think aloud interviews that probe student understanding of the core concept. These interviews are analyzed within a phenomenographic framework. The resulting “categories of experience” are used to develop items for the instrument. Student responses to the instrument are analyzed using Item Response Theory (IRT). Both Rasch and non-Rasch models are used. This work is currently focused on topics in first-year chemistry and physical chemistry courses and is being done at GVSU and with collaborators in Colorado. Once these tools are developed they can be used to evaluate the effect of instructional methodologies on student learning.

While this project has been the focus of my recent work, I have other research interests. One of these is a project that investigates the effects of instructional decisions on student approaches to learning in chemistry courses. Another project is a continuation of work from my dissertation about how students use textbooks when learning chemistry.

Recent Projects: (undergraduate researchers)

Building a Research Tool: Development and Validation of the Bonding, Structure, and Properties Assessment (BSPA) (Christina Billman, Jordan Fruchey)

This work has been using the Wilson Building-Block Model to develop an assessment of student understanding of structure and bonding. This project makes use of both qualitative methods and quantitative methods. Once developed this instrument can be used to evaluate teaching innovations.

Investigating the Role of Textbooks in Student Learning of Chemistry

(Kristen Simon, Jordyn Betz, & Lacey Hamilton)

This project is using qualitative methods to determine how the nature of the course content and the instructor influences student usage of textbooks. The ultimate goal of this work is to develop an instrument to assess the role textbook use has in student learning of chemistry.

Recent Publications

Thomas C. Pentecost & Jack Barbera. (2013) “Measuring Learning Gains in Chemical Education: A Comparison of Two Methods”. Journal of Chemical Education, Publication Date (Web): May 20, 2013, DOI: 10.1021/ed400018v.

Deanna M. Cullen, Thomas C. Pentecost (2011). “A Model approach to the electrochemical cell: An inquiry Activity.” Journal of Chemical Education, 88 (11), p 1562-1564

Thomas C. Pentecost, Laurie S. Langdon, Margaret Asirvatham, Hannah Robus, & Robert Parson, (2012) “TA Training that Integrates Pedagogy and Content.” Journal of College Science Teaching. 41(6), 68-75

Pam Scott & Thomas C. Pentecost. (2013) “What happens when a chemistry laboratory curriculum changes”. Journal of College Science Teaching, 42 (3), p 82-88.

Recent Presentations (* - undergraduate researcher)

Thomas C. Pentecost and Jack Barbera, “Measuring students’ conceptual understanding using pre and post assessments and the Rasch model” 22nd Biennial Conference on Chemical Education, Pennsylvania State University, State College, PA, August, 2012. (Talk)

Thomas C. Pentecost and Julie Henderleiter, “Atoms First at Grand Valley State University: The how and why”, 22nd Biennial Conference on Chemical Education, Pennsylvania State University, State College, PA, August, 2012. (Talk)

Kristen Simon* and Thomas C. Pentecost, “Role of the Textbook for Students in Organic and Analytical Chemistry” 22nd Biennial Conference on Chemical Education, Pennsylvania State University, State College, PA, August, 2012. (Poster)

Jordyn Betz*, Lacey Hamilton*, and Thomas C. Pentecost. “The Role of Textbooks: Does the Course Content or Faculty Member Matter?” 22nd Biennial Conference on Chemical Education, Pennsylvania State University, State College, PA, August, 2012. (Poster)