COMPREHENSION IN CHEMISTRY CLASSROOM 21

were assessed using a rubric (Appendix L) that asked students to construct reasoned responses

with supported positions. Students were given multiple opportunities to demonstrate proficiency.

During the course of the study growth was measured though monitoring averaged values of

student achievement.

Data Analysis

All data was surveyed, and collated in an effort to gauge an increase in student

comprehension in the chemistry classroom. Basic descriptive statistics were applied to each

measure, and reported back to find trends among various groups of students, in an effort to

determine if study parameters were an effective treatment for students. The tools used to form

conclusions in this study were used multiple times throughout the course of the study, and after

multiple usage showed a consistent grouping of student responses, demonstrating that

measurements are valid and reliable. Student participants showed in increased level of

attainment using these measurements, the validity of measurements, is well within acceptable

parameters, as both the standard deviation from the mean.

The data tools utilized in this study were well placed to triangulate students abilities and

to measure growth in the three areas of focus. The author designed the assessments in this study

so that each question had a minimum of three measurements to ensure that students were given

multiple opportunities to demonstrate growth. Additionally, these three measurements were

significantly different from one another, so that students had multiple modalities available with

which students could demonstrate acquisition of new skills.

Results
Introduction

Throughout the course of this study the researcher sought to find a series of tools that

could be used to increase student comprehension in the chemistry classroom. In that capacity,
COMPREHENSION IN CHEMISTRY CLASSROOM 22

the independent variable held in mind as the study elapsed were different pedagogical strategies

of modeling instruction, CER strategies, and Talk Moves discussion norms. The dependent

variables that came to the fore were student attitudes about the use of these strategies, as well as

their academic achievement. The primary question driving the research in this study was

underscored by three sub-questions (a) How can implementation of Talk Moves increase student

comprehension? (b) In what ways can a modeling chemistry curriculum impact student

knowledge? (c) How can student comprehension be impacted by asking students to support

experimental data through the claim, evidence, and reason process? Data collected to support the

processes include claim, evidence and reason scores, individual scored activities to show

improvement trends across multiple perspectives, student survey results showing student

perceptions of the activities done in class, as well as field notes to show frequency of Talk

Moves usage as a result of the study.

Claim, Evidence and Reasoning

In securing the answer to the question, does writing claim, evidence and reason

statements help students to internalize chemistry knowledge? The author tracked students

writings and speaking patterns in classroom dialogue, and graded samples of their writings

multiple times to verify if growth was in fact achieved. The results are indicated below, and

show that students ability to write better claim evidence and reason statements increased as a

result of the study. The results in Figure 1 show the overall impact on CER writing ability, as

broken down by gender, free and reduced lunch status, and ethnicity.
COMPREHENSION IN CHEMISTRY CLASSROOM 23

Percent increase in CER Usage

Caucasian 21.50

Multiple Enthnicities 43.00

Asian 50.00

American Indian 37.53

Male 17.91

Female 28.83

Paid Lunch 21.88

Reduced Lunch 27.09

Free Lunch 37.00

Average 24.37

0.00 10.00 20.00 30.00 40.00 50.00

Percent increase in CER use

Figure 1. Students increased score in ability to write CER statements in various works.

When further asked about the effectiveness of using CER frameworks, students generally

responded that they would appreciate continuing to utilize this method as the school year

progressed. Table 1 shows the average responses to a five question survey using a Likert scale,

where one means Do not agree at all and 5 means I completely agree. This data was

collected anonymously through an online survey, and was not able to be disaggregated according

to the same breakdowns as the previous data.

Table 1. CER Student Survey responses

1 2 3 4 5
negative positive
Q1: I was not comfortable
supporting claim with evidence at 1.9 % 20.8% 30.2% 35.8% 11.3%
the beginning of the semester.
Q2: I see that I now am better at 9.4% 49.1% 30.2% 9.4% 1.9%
COMPREHENSION IN CHEMISTRY CLASSROOM 24

making logical arguments using

CER
Q3: I believe that my classmates
have a better understanding because 3.8% 30.2% 45.3% 15.1% 5.7%
of using CER
Q4: I feel that I have a better
understanding of Chemistry as a 11.3% 35.8% 37.7% 13.2% 1.9%
result of using CER strategies.
Q5: I want to continue using CER
strategies in class the remainder of 1.9% 28.3% 41.5% 22.6% 5.7%
the year.

Modeling Instruction

The second question under deliberation in this study, was how impactful was modeling

instruction in the chemistry classroom? Students were tasked with answering multiple writing

prompts, as well as their ability to draw graphic representations of particulate level diagrams.

The scores were tabulated across multiple measurements, and relative scoring was tabulated

using the same rubric multiple times to assess for student growth. Figure 2 shows relative growth

of students overall scoring using the modeling rubric.

COMPREHENSION IN CHEMISTRY CLASSROOM 25

Percent Increase in Modeling Scoring

Cauasian 9.41

-22.22 Multiple Enthnicities

-8.33 Asian

American Indian 6.66

Male 5.66

Female 8.55

Paid Lunch 6.80

Reduced Lunch 11.11

Free Lunch 7.70

Average 10.97

-25.00 -20.00 -15.00 -10.00 -5.00 0.00 5.00 10.00 15.00

Figure 2. Student growth and scored modeling activities.

Additionally, students were asked to take an online assessment tool, the Chemical

Concepts Inventory Exam, at the beginning of the study and again at the end of the study. The

results of their score is listed below as a percentage increase on this tool.

COMPREHENSION IN CHEMISTRY CLASSROOM 26

Percent Increase in CCI Score

0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00 40.00

Caucasian 11.36

Multiple Enthnicities 3.03

Asian 36.00

American Indian 21.82

Male 12.72

Female 11.84

Paid Lunch 8.26

Reduced Lunch 26.51

Free Lunch 18.88

Average 12.19

% Increase in CCI Score

Figure 3. The average increase on the Chemical Concepts Inventory Test from beginning of the
study to the end.

Talk Moves

The final relevant question addressed in this study, does using Talk Moves in the

chemistry classroom significantly impact student comprehension? Both researcher and students

were instructed in the use of, and provided a list of Talk Moves that could be referenced during

classroom conversations. The number of Talk Moves were counted for both students, and teacher

alike, at the beginning of and the conclusion of the study. Students were also asked to share their

feelings about using Talk Moves on a survey at the commencement of study. Table 2 reflects the

data that were collected from the students, and Table 3 represents data that were collected on

researcher. Table 4 shows the students responses to the Likert survey, with the numbers

reflecting the percent of students that responded to that question.

COMPREHENSION IN CHEMISTRY CLASSROOM 27

Table 2. Student use of Talk Moves, initial use of talk moves compared to final use of talk moves.
Student Use of # of observed # of observed Change in # of
instances, pre-study instances, post-study observed instances
Clarification Statements 15 15 0
Adding on Statements 11 15 4
Deepening understanding 0 3 3
Disagreement Statements 0 0 0

Table 3. Teacher use of talk moves, initial use of Talk Moves compared to final use of Talk
Moves.
Teacher Use of # of observed # of observed Change in # of
instances, pre-study instances, post-study observed instances
Revoicing Student
6 8 2
Comments for clarity
Asking students to
1 2 1
restate answer
Asking Students to
2 3 1
apply their knowledge
Prompting Students for
14 15 1
participation
Asking students to
3 3 0
further explain
Using wait time 4 5 1

Table 4. Student responses to Talk Moves Survey

1 2 3 4 5
negative positive
Q1: I feel that the Talk Moves we
used in chemistry class have made
it easier to join into class 1.8 % 30.9% 36.4% 21.8% 9.1%
conversations.

Q2: I feel that using Talk Moves in

class has increased the amount of
5.5% 23.6% 34.5% 25.5% 10.9%
material that I learn and remember.

Q3: I think that my classmates have

a better understanding then they
would have if we had just had 3.6% 20.0% 52.7% 16.4% 7.3%
normal conversations.

Q4: I feel that the science talk has

gotten easier because we use the
1.8% 16.4% 49.1% 23.6% 9.1%
Talk Moves in class.
COMPREHENSION IN CHEMISTRY CLASSROOM 28

Q5: I have come to enjoy class

more as a result of the way we are
7.3% 25.5% 47.3% 18.2% 1.8%
learning the material.

Q6: I want to continue to use the

Talk Moves sheet in class the rest
1.8% 14.5% 49.1% 25.5% 9.1%
of the school year.

Conclusion

The data shows positive responses to Claim, Evidence, and Reasoning strategies when

broken down by different subgroups. Modeling curriculum shows some benefits for certain

subgroups, and negative feedbacks for other groups, while those same groups who show a

negative growth still show a positive growth on the CCI assessment tool. Talk Moves usage

shows very little correlative improvement with student outcomes.

Discussion
Introduction

The impetus behind this study really has it its core a desire to increase the comprehension

that students show in high school chemistry. The authors concern for this is twofold, one

students were spending a considerable amount of time reworking concepts and practices that

they should have had a solid grasp of. As the complexity of the tasks increased, students became

mired in the opening steps of issues, and were never able to take on the cognitive challenge of

the new material, and were continuing to fall behind. The goal was to circumvent that feeling of

helplessness, by making sure that students were solidly grounded in the basic skills needed in a

high school chemistry class. The other aspect of this research, was to make sure that students

were able to retain information that they would, presumably, need as they transition from a high