How chemistry students study for an exam: A phenomenographic analysis
Abstract
The purpose of this research was to understand the different ways that students in a second-semester general chemistry course studied for an exam. I conducted this research using a qualitative methodology based on phenomenography (Marton, Hounsell & Entwistle, 1997). I conducted interviews before and after the first exam in CHM 116. I analyzed these interviews to describe students' studying styles. I analyzed the data from four students and presented this data as case studies. I completed a cross-case analysis that included data from five additional students. My results describe three different studying styles that were found: visual, self-regulated, and quantitative. Each studying style included a description of the characteristics associated with students who use the style, including epistemological beliefs, specific study behaviors, and affective response to learning chemistry. My implications discuss the relationship between this study and learning styles research, as well as other phenomenographic research. Suggestions are made for how to adapt teaching methods to take into account the different studying styles.
Degree
Ph.D.
Advisors
Bodner, Purdue University.
Subject Area
Higher education|Educational psychology|Curricula|Teaching|Science education
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