Enhancing Chemistry Education through the LHETM Model: A Structured Approach to Knowledge Acquisition and Application
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Educational Research and Methods Division (ERM) Technical Session 26
- Tagged Division
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Educational Research and Methods Division (ERM)
- Tagged Topic
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Diversity
- Permanent URL
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https://peer.asee.org/47300
Paper Authors
Xinfeng (Kevin) Quan Westlake University
Dr. Xinfeng Quan earned his BS in Chemistry from Fudan University, China, followed by a PhD in Chemistry from the University of Pittsburgh. Before joining Westlake University as a Chemistry Lecturer in 2022, he dedicated seven years to teaching at the Sichuan University - Pittsburgh Institute as Assistant Professor and later Associate Professor. With over eight years of experience instructing Chinese freshmen in General Chemistry and related courses, all in English, Dr. Quan has a keen interest in employing active learning strategies and inductive teaching methodologies. Beyond content acquisition, he believes in nurturing students' higher-order thinking and communication skills. At the core of his pedagogical philosophy is a commitment to amplifying students' learning efficacy and holistic development.
Chaoyi Wang Zhejiang Normal University
Chenhui Zhang Self-employed
Chenhui Zhang, transitioning from law to education, holds a Master of Laws from Duquesne University in the US and a Bachelor of Law from Southwest University of Political Science And Law in China. Chenhui has been enriching her educational expertise through Coursera courses in psychology and learning techniques, including but not limited to "Introduction to Psychology", "Social Psychology" and “How to Learn”.
Demonstrating practical application, Chenhui teaches English to K-6 learners, leveraging skills gained in legal career such as knowing your clients, analysis and cross-cultural communication. Presently pursuing a Master of Teaching degree to become a K-6 teacher, Chenhui is committed to blending law, education, and psychology in her educational approach.
Fluent in English and Mandarin, Chenhui aims to make a significant impact in educational research and practice.
Abstract
The misalignment between students' epistemic beliefs and the major components of the scientific method may pose significant challenges in their study of general chemistry. This paper introduces the LHETM model—Law, Hypothesis, Experiment, Theory, and Mathematics—as an innovative framework designed to address these challenges. By categorizing knowledge types and their corresponding cognitive processing efforts, the model facilitates a structured approach to learning that combines active learning and inductive teaching methods. For instance, while laws are factual information that students can study through memorization, theories are substantiated hypotheses that emphasize understanding and are better learned through discussion. Preliminary implementation of the LHETM model has shown promising results in enhancing both cognitive and metacognitive skills among students, highlighting the need for further research into its effectiveness.
Quan, X. K., & Wang, C., & Zhang, C. (2024, June), Enhancing Chemistry Education through the LHETM Model: A Structured Approach to Knowledge Acquisition and Application Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47300
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