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Contributed Article
Using concrete materials and peer interaction to enhance learning in chemistry
Article first published online: 18 AUG 2006
DOI: 10.1002/tea.3660190305
Copyright © 1982 Wiley Periodicals, Inc., A Wiley Company
1098-2736/asset/cover.gif?v=1&s=fcb0bc6d9abff1a407c9828e2623a8ca38e12186 "Journal of Research in Science Teaching")
Additional Information
How to Cite
Howe, A. C. and Durr, B. (1982), Using concrete materials and peer interaction to enhance learning in chemistry. J. Res. Sci. Teach., 19: 225–232. doi: 10.1002/tea.3660190305
Publication History
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 29 JUN 1981
- Abstract
- References
- Cited By
Abstract
A teaching strategy based on the use of manipulative materials as models and analogs of chemical entities, combined with structured peer interaction, was found to enhance learning of two chemistry concepts for both formal and nonformal operational students. Instruction in the control class was based on lectures, CHEM Study laboratories, and individual work. Both cognitive and affective outcomes were more positive in the experimental class.