Chemistry & Biochemistry

General

• David Ross Boyd Professor of Chemistry and Biochemistry
  
• B.A. (Grinnell College) 1964
• M.A.T. (Emory University) 1965
• Ph.D. (Florida State University) 1973
• Regents' Award for Superior Teaching, 1982.
• Henry Daniel Rinsland Award for Excellence in Educational Research, 1998.

Research

• Science program development and evaluation; instructional strategies; student misconceptions in chemistry; visualization; the role of computers in instruction.

As the department's resident "education expert", I direct degree and research programs that might be of interest to those concerned with the instructional aspects of the discipline of chemistry.

The University of Oklahoma offers a Ph.D. in Chemistry with an emphasis in Chemical Education. This degree program is one of the few in the country and is designed:

1. To provide prospective college chemistry faculty members a thorough academic experience in chemistry and chemical education so that they will be able to plan, instruct in and direct an undergraduate chemistry program;
2. To provide these students with sufficient background in learning theory so that they will be able to design and implement instructional strategies; design, develop, and evaluate curriculum materials; and perform research in science education;
3. To provide a research experience in chemistry that will enable these students to direct undergraduate research projects in chemistry;

The focus of my research activities is on three areas: (1) Instructional Strategies, (2) Misconceptions in Chemistry, and (3) Computers in Chemical Education.

Instructional strategies and their effect on student learning of science concepts is one of our areas of focus. Especially of interest is inquiry-oriented, laboratory-based instructional strategies based on modern philosophical and psychological theories of the nature of science and learning. Our studies have solidified the research base for an instructional approach called the Learning Cycle Approach, and has resulted in its increased use in science classrooms in recent years. Major findings: Instructional strategies and curricular materials designed to teach science concepts are more effective and result in more positive attitudes when they provide activities for students to: (a) explore the concept in a laboratory setting, (b) discuss the concept with peers and experts, and (c) apply the concept to see it's pertinence to other systems and its connections to other concepts. Furthermore, instructional strategies are more effective when laboratory is used to introduce rather than verify concepts.

Our interest centers on student's conceptions of scientific phenomena, especially the alternative conceptions (or misconceptions) students develop or retain in spite of formal educational efforts. Our focus is on misconceptions related to atomic and molecular models (PNM) and how student conceptions of these models influence learning. Major findings: Students are reluctant to use PNM explanations for physical and chemical phenomena unless they are cued to do so. These misconceptions have many possible sources including instruction and macroscopic reasoning. The frequency and type of misconceptions shows no predictable pattern with respect to experience with a concept. Depending on the concept and the nature of the misconception, increased experience might cause more, less, or the same number of misconceptions.

(3) Computers in Chemical Education

We are studying how students visualize PNM phenomena. Our studies concentrate on the use of computer animation to help students visualize atomic and molecular behavior. Major findings: Computer animation visualization can decrease the number and kind of misconceptions held by beginning chemistry students. Computers are more effective with instruction involving the development and use of molecular models, especially if complex interactions and motion are involved. Computers are less effective with instructional tasks involving complex computational activities. Students with high spatial relations abilities gain more from the use of kinetics visuals.

Teaching

Publications

PUBLICATIONS

Clark, R. J., Abraham, M. R., & Busch, M. A. (1972, February). Hindered rotation in phosphorus trifluoride-substituted trimethylenemethane iron tricarbonyl. Journal of Organometallic Chemistry, 35(1), C33-C36.

Abraham, M. R., & Schlitt, D. S. (1973). Verbal interactions: A means for self-evaluation. School Science and Mathematics, 73(8), 678-686.

Abraham, M. R. (1976). The effect of grouping on verbal interaction during science inquiries. Journal of Research in Science Teaching, 13(2), 127-135.

Pavelich, M. J., & Abraham, M. R. (1977, September). Guided inquiry laboratories for general chemistry students. Journal of College Science Teaching, 7(1), 23-26.

Abraham, M. R. (Ed.). (1978). 1979 yearbook of the Association for the Education of Teachers in Science: Science education/society: A guide to interaction and influence. Columbus, OH: ERIC/SMEAC and the Association for the Education of Teachers in Science.

Abraham, M. R., & Ost, D. H. (1978). Improving teaching through formative evaluation. Journal of College Science Teaching, 7(4), 227-229.

Renner, J. W., Abraham, M. R., & Stafford, D. G. (1978). A summary of research in science education-1976 (Special issue). Science Education, 62(5).

Abraham, M. R., & Pavelich, M. J. (1979). Inquiries into chemistry. Prospect Heights, Il: Waveland Press, Inc.

Pavelich, M. J., & Abraham, M. R. (1979). An inquiry format laboratory program for general chemistry. Journal of Chemical Education, 56(2), 100-103.

Abraham, M. R., & Pavelich, M. J. (1980). Inquiries into chemistry: Teacher's guide. Prospect Heights, Illinois: Waveland Press, Inc.

Abraham, M. R. (1982). A descriptive instrument for use in investigating science laboratories. Journal of Research in Science Teaching, 19(2), 155-165.

Abraham, M. R., Renner, J. W., Grant, R. M., & Westbrook, S. L. (1982). Priorities for research in science education: A survey. Journal of Research in Science Teaching, 19(8), 697-704.

Renner, J. W., & Abraham, M. R. (1982). Evidence supporting the use of the theoretical learning model of Jean Piaget in science teaching. In V. N. Wanchoo (Ed.), World Views on Science Education (pp. 227-241). New Delhi: Oxford & IBH.

Bernie, H. H., Renner, J. W., & Abraham, M. R. (1982, April). The learning cycle. The Accelerator (Newsletter of the Saskatchewan Science Teachers' Society), 8(5), 27-33.

Abraham, M. R., & Renner, J. W. (1983). Sequencing language and activities in teaching high school chemistry: A report to the National Science Foundation. Norman, OK: Science Education Center, University of Oklahoma (ERIC Document Reproduction Service No. ED 241 267).

Renner, J. W., Abraham, M. R., & Birnie, H. H. (1983). Sequencing language and activities in teaching high school physics: A report to the National Science Foundation. Norman, OK: Science Education Center, University of Oklahoma (ERIC Document Reproduction Service No. ED 238 732).

Renner, J. W., Abraham, M. R., & Birnie, H. H. (1985). The importance of the form of student acquisition of data in physics learning cycles. Journal of Research in Science Teaching, 22(4), 303-325.

Renner, J. W., Abraham, M. R., & Birnie, H. H. (1985). Secondary school students' beliefs about the physics laboratory. Science Education, 69(5), 649-663.

Renner, J. W., Fix, W. T., Atkinson, L. C., Renner, M. J., & Abraham, M. R. (1985). Investigations in natural science: Chemistry, teacher's guide. Norman, OK: Science Education Center, University of Oklahoma.

Renner, J. W., Fix, W. T., Atkinson, L. C., Renner, M. J., & Abraham, M. R. (1985). Investigations in natural science: Chemistry, student investigation and readings. Norman, OK: Science Education Center, University of Oklahoma.

Abraham, M. R., & Renner, J. W. (1986). The sequence of learning cycle activities in high school chemistry. Journal of Research in Science Teaching, 23(2), 121-143.

Renner, J. W., Abraham, M. R., & Birnie, H. H. (1986). The occurrence of assimilation and accommodation in learning high school physics. Journal of Research in Science Teaching, 23(7), 619-634.

Renner, J. W., Abraham, M. R., Marek, E. A., Atkinson, L. C., Cate, J. M., Fix, W. T., Grzybowski, E. B., Nickel, J. A., Renner, M. J., Surber, C., & Westbrook, L. S. (1986). Rediscovering the lab. The Science Teacher, 53(1), 44-45.

Renner, J. W., Abraham, M. R., & Birnie, H. H. (1988). The necessity of each phase of the learning cycle in teaching high school physics. Journal of Research in Science Teaching, 25(1), 39-58.

Abraham, M. R. (1988, December/1989, Janurary). Research on instruction strategies. Journal of College Science Teaching, 18(3), 185-187 ff.

Gipson, M. H., Abraham, M. R., & Renner, J. W. (1989). Relationships between formal-operational thought and conceptual difficulties in genetics problem solving. Journal of Research in Science Teaching, 26(9), 811-821.

Lawson, A. E., Abraham, M. R., & Renner, J. W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills [Monograph, Number One]. Kansas State University, Manhattan, Ks: National Association for Research in Science Teaching.

Renner, J. W., Abraham, M. R., Grzybowski, E. B., & Marek, E. A. (1990). Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks. Journal of Research in Science Teaching, 27(1), 35-54.

Abraham, M. R., & Pavelich, M. J. (1991). Inquiries into chemistry: Teacher's guide (2 ed.). Prospect Heights, IL: Waveland Press.

Abraham, M. R., & Pavelich, M. J. (1991). Inquiries into chemistry (2 ed.). Prospect Heights, IL: Waveland Press.

Haidar, A. H., & Abraham, M. R. (1991). A Comparison of applied and theoretical knowledge of concepts based on the particulate nature of matter. Journal of Research in Science Teaching, 28(10), 919-938.

Abraham, M. R. (1992). Instructional strategies designed to teach science concepts. In F. Lawrenz, K. Cochran, J. Krajcik, & P. Simpson (Eds.), Research matters...to the science teacher [Monograph, Number Five] (pp. 41-50). Kansas State University, Manhattan, KS: National Association for Research in Science Teaching.

Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of Research in Science Teaching, 29(2), 105-120.

Abraham, M. R., & Williamson, V. M. (1992). Integrating the laboratory and lecture with computers. In W. J. McIntosh & M. W. Caprio (Eds.), Successful approaches to teaching introductory science courses (pp. 21-28). Southern Utah University, Cedar City, Ut: Society for College Science Teachers.

Abraham, M. R., & Cracolice, M. S. (1993, December/1994, Janurary). Doing research on college science instruction: Realistic research designs. Journal of College Science Teaching, 23(3), 150-153.

Abraham, M. R., Coshow, D., & Fix, W. T. (1994). Inorganic qualitative analysis. In M. V. Orna, J. O. Schreck, & H. Heikkinen (Eds.), SourceBook version 1.0 (vol. 3) (pp. 1-37). College of New Rochelle, New Rochelle, N.Y: American Chemical Society.

Abraham, M. R., Coshow, D., & Fix, W. T. (1994). Chemical equilibrium. In M. V. Orna, J. O. Schreck, & H. Heikkinen (Eds.), SourceBook version 1.0 (vol. 2) (pp. 1-34). College of New Rochelle, New Rochelle, N.Y: American Chemical Society.

Abraham, M. R., Coshow, D., & Fix, W. T. (1994). Periodicity. In M. V. Orna, J. O. Schreck, & H. Heikkinen (Eds.), SourceBook version 1.0 (vol. 3) (pp. 1-65). College of New Rochelle, New Rochelle, N.Y: American Chemical Society.

Abraham, M. R., Williamson, V. M., & Westbrook, S. L. (1994). A cross-age study of the understanding of five chemistry concepts. Journal of Research In Science Teaching, 31(2), 147-165.

Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521-534.

Cracolice, M. S., & Abraham, M. R. (1996). A comparison of computer-assisted instruction, semi-programmed instruction, and teaching assistant-led instruction in general chemistry. School Science and Mathematics, 96(4), 215-221.

Abraham, M. R., Cracolice, M. S., Graves, A. P., Aldahmash, A. H., Kihega, J. G., Palma Gil, J. G., & Varghese, V. (1997). The nature and state of general chemistry laboratory courses offered by colleges and universities in the United States. Journal of Chemical Education & JCE Online (http://jchemed.chem.wisc.edu/), 74(5), 591-594.

Abraham, M. R. (1998). The learning cycle approach as a strategy for instruction in science. In K. Tobin & B. Fraser (Eds.), Handbook of Science Education The Netherlands: Kluwer.

Abraham, M. R., & Pavelich, M. J. (1999). Inquiries into chemistry: Teacher's guide (3 ed.). Prospect Heights, IL: Waveland Press.

Abraham, M. R., & Pavelich, M. J. (1999). Inquiries into chemistry (3 ed.). Prospect Heights, IL: Waveland Press.

Marek, E. A., Askey, D. M., & Abraham, M. R. (2000). Student absences during learning cycle phases: A technological alternative for make-up work in high school chemistry. International Journal of Science Education, 22(10), 1055-1068.

Abraham, M. R., Gelder, J. I., & Haines, K. (2001). A web-based molecular level inquiry laboratory activity. The Chemical Educator, 6(5), 307-308.