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  • The success of these approaches will be measured by the average scores on a unit test (a post-test) given to them at the end of the two month period. In addition, the students in the experimental group will be asked to complete a questionnaire regarding their impression of the mnemonic devices given to them and if they felt they were at all helpful in the memorization and retention of key concepts throughout the unit.Based on previous articles reviewed, the history of mnemonic success, and the application of mnemonics in special education classrooms today, it is hypothesized that the students sampled in Robert H. Goddard High School will have similar, successful, results in using the memory device of mnemonics. Hopefully, with the conclusion of this experiment, a more in-depth analysis of the use of letter-type mnemonic devices in the chemistry classroom can be examined; therefore, bridging the gap that exists in previous studies.  
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  • Mnemonics in the Regents Level Chemistry ClassroomAid Information Retention in Oxidation Reduction. Christie MorganteSEYS 777 --Dr. Murfin S Queens College
  • ProblemS Chemistry S requires students to memorize, recall, and retain specific definitions before they can proceed to understanding the material. S Oxidation Reduction poses a difficult topic for students to grasp S involves memorizing vocabulary of locations, particles, and charges
  • PurposeS review mnemonics as a general study aid as well as specific methods of mnemonics.S also evaluate if in fact, it would be beneficial for students to utilize this method in a regents Chemistry classroom.
  • MnemonicS Mnemonic devices can be defined as learning strategiesS “The term mnemonic is derived from the name of the ancient Greek goddess of memory, Mnemosyne. Mnemonic literally means to aid the memory (Bourne, Dominowski, Loftus & Healy 1986).
  • HistoryS Mnemonics have been around for centuriesS Romans made a systematic memory training the basis of an education, which suggests the importance of information retention and the application of mnemonic-type instruction from the earliest generations of formal education training
  • HistoryS Example S House of the Tragic Poet in Pompeii S Within the House there were watercolors painted on wall panels. S After the House was destroyed mnemonic devices were used to create the location and images of these panels. S creating a mental picture of the house with pegs, a linking of an image relating in some way to what you want to remember S By backtracking the pegs in an specific order in which it was remembered would trigger a memory of what was there before. S “relationship between concrete image and verbalized meaning with the architectural mnemonic might operate in a pictorial programs of Roman house…”
  • TypesS There are multiple types if Mnemonics.1 “pegword” S a rhyming proxy for a number and is used to remember numbered or ordered information (e.g., one is bun, two is shoe, three is tree)2 “keyword” S a concrete, acoustically similar proxy for unfamiliar information that can then be associated with the to-be remembered information.” (e.g., vocabulary words, terminology, people, places).3 “letter-type” S the most commonly known mnemonic strategies and include acronyms, in which each letter represents a word…and acrostics, using the first letter of words in a sentence to remember a list or sequence of information. S each letter or syllable represents a fact.”
  • S GIN LIP Gain is Negative Lose is positiveS GER says LEO Gain is reduction Lose is oxidationS RED CAT AN OX Reduction at Cathode Anode Oxidation
  • S “Every task required of the student in the process of learning chemistry cannot be accomplished solely by reasoning. Much of the subject matter must be memorized as a basis for reasoning” (Article 1 p. 276).
  • Information RetentionS Mnemonics have been used in classrooms with students of S Different ages S Different learning types S Different Subjects “students learned, and retained, virtually all information taught mnemonically, which contrasted dramatically from the amount of information students learned with traditional instructional methods”
  • FindingsS “the average student in a mnemonic condition would have scored at the 94.7th percentile of the students in the comparison condition in which mnemonics was not used”S “it must be considered that mnemonic strategies do not address all school objectives and should not be considered a panacea for all aspects if school learning”
  • Missing InformationS not that many findings on the specific letter-word typeS challenges of developing mnemonic strategiesS most are done in a generic sense and do not target the specific subject of chemistry, let alone the topic of oxidation reduction.
  • ConclusionS Hypothesized that the students sampled in Robert H. Goddard High School will have similar, successful, results in using the memory device of mnemonics.S Hopefully, with the conclusion of this experiment, a more in-depth analysis of the use of letter-type mnemonic devices in the chemistry classroom can be examined; therefore, bridging the gap that exists in previous studies.
  • Research ProposalS Oxidation Reduction Unit (3 week unit) Quasi-Action Research S High School in Ozone Park , Queens S Chemistry students (66 participants) grades ten through twelve will be split into two randomly assigned groups S Pre and Post Test (ANOVA) S The control group will be taught the entire unit utilizing memory techniques that they are already familiar with. S The experimental group will be given a plethora of mnemonic devices to assist in their memory retention.
  • Research ProposalS The success of these approaches will be measured by the average scores on a unit test (a post-test) given to them at the end of the period.S The students in the experimental group will be asked to complete a questionnaire regarding their impression of the mnemonic devices given to them and if they felt they were at all helpful in the memorization and retention of key concepts throughout the unit.S Quantitative and Qualitative