| Abstract: | This article reports the development and validation of an integrated model of performance on a chemical concept - volumetric analysis. From the chemical literature a path-analytic model of performance on volumetric analysis calculation was postulated based on studies utilizing the proportional reasoning schema of Piaget and the Cumulative learning theory of Gagne. This integrated model hypothesized some relationships among the variables: direct proportional reasoning, inverse proportional reasoning, prerequisite concepts (content) and performance on volumetric analysis calculations. This model was postulated for the two groups of students involved in the study - that is those who use algorithms with understanding and those who use algorithms without understanding. Two hundred and sixty-five grade twelve chemistry students in eight schools (14 classes) in the lower mainland of British Columbia, Canada participated fully in the study. With the exception of the test on volumetric analysis calculations all the other tests were administered prior to the teaching of the unit on volumetric analysis. The results of the study indicate that for subjects using algorithms without understanding, their performance on VA problems is not influenced by proportional reasoning strategies while for those who use algorithms with understanding, their performance is influenced by proportional reasoning strategies. |
