Shanize Forte1, Nathan Turner2, Tanya Gupta3,
Sanjay Chandrasekharan4& D.P. Karnam5
email@example.com, firstname.lastname@example.org, email@example.com 3, firstname.lastname@example.org 4 & email@example.com 5
The poster was presented on 27th May 2020
Simulation-Based Learning (SBL) has been found to be promising for developing student conceptual understanding. SBL involves constructed models of the real-world phenomenon to assist students in understanding and connecting the underlying scientific concept of a phenomenon and the chemical interactions involved therein through dynamic visual representations. In this study we sought to analyze the impact of SBL in chemistry at the college level by studying how SBL impacts student conceptions and mental models.
Using exploratory qualitative research methods that involved Likert surveys and semistructured interviews, data was collected from college students for pre- and post-simulation activity. Analysis of data showed that students experiencing SBL had a positive outlook of chemistry. The semi-structured interviews revealed gaps in student understanding of acidbase chemistry and how SBL furthered student conceptual understanding. This presentation will highlight results of the impact of SBL on student understanding of acidbase chemistry.