Investigation of the correlation between college students’ success with stoichiometry subproblems and metacognitive awareness
Abstract
© 2020, Canadian Science Publishing. All rights reserved. The development of problem-solving
skills — particularly with stoichiometry concepts — is paramount for succeeding in
a general chemistry sequence. Key concepts related to problem solving and stoichiometry
were analyzed and reported in this paper. The study analyzed retention of stoichiometry
concepts over two consecutive quarters, the correlations between metacognition and
success, and the correlations between the COSINE (Coding System for Investigating
Subproblems and the Net-work) codes with the categories measured by the Metacognitive
Awareness Inventory (MAI). Two cohorts, identified as the general and focus groups,
were evaluated in the study. The general group (n = 39) took MAI in the Fall quarter
and completed one multi-step question as a part of their regular exam. Concurrently,
the focus group (n = 20) participated in a think-aloud session in which they solved
six stoichiometry questions. Using a 95% confidence level, statistical differences
between the fall and winter problem-solving performances were observed with the focus
group. Furthermore, statistically significant correlations (using a 95% level of confidence)
were observed between the MAI categories and the COSINE codes.
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https://hdl.handle.net/10161/21700Published Version (Please cite this version)
10.1139/cjc-2019-0384Publication Info
Gulacar, O; Cox, C; Tribble, E; Rothbart, N; & Cohen-Sandler, R (2020). Investigation of the correlation between college students’ success with stoichiometry
subproblems and metacognitive awareness. Canadian Journal of Chemistry, 98(11). pp. 676-682. 10.1139/cjc-2019-0384. Retrieved from https://hdl.handle.net/10161/21700.This is constructed from limited available data and may be imprecise. To cite this
article, please review & use the official citation provided by the journal.
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Show full item recordScholars@Duke
Charlie T. Cox
Associate Professor of the Practice of Chemistry
Prof. Cox’s research interest lie within the field of chemical education and focus
predominantly upon general and organic chemistry. The first area of interest analyzes
the longitudinal progression of students across the two year sequence and beyond.
Specific research questions have probed central topics such as acid-base chemistry,
thermodynamics, and kinetics to analyze alternate conceptions and challenges students
face in general chemistry and how those challenges translate and impact p

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