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Author : Neil Martin Skov
Publisher :
ISBN 13 :
Total Pages : 468 pages
Book Rating : 4.3/5 (91 download)
Download or read book Assessment of Student Learning with Hypermedia Tools in First-year College Chemistry written by Neil Martin Skov and published by . This book was released on 1999 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 586 pages
Book Rating : 4.F/5 ( download)
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)
Download or read book The Process of Establishing a Blooming Chemistry Tool for Use in Undergraduate Chemistry Education and Research written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: While it is still common in college chemistry to assess student learning and skill with summative assessments, the CER community does not currently have a simple tool to determine and communicate whether an assessment is actually aligned with the outcomes of interest. In particular, as so-called evidence-based teaching practices and active learning strategies gain a foothold in college chemistry classrooms, the ability to communicate whether those (often labor-, cost-, and time-intensive) interventions are not only aligned with course outcomes, but also provide measurable benefit to students becomes more imperative. While college chemistry has made some strides in the area of categorizing chemistry-specific cognitive skills, this work is largely disjointed and repetitive, making it difficult for community members to know what resources they have available, and how useful they are. This study developed a taxonomy of college chemistry problems, the Blooming Chemistry Tool (BCT), modeled after a successful discipline-specific translation of Bloom's taxonomy in college biology, but based on previous work in chemistry-specific cognitive skills. Once developed, the BCT was used in a qualitative study with members of the CER community to gain insight on how they engage with learning taxonomies and how they saw the BCT fitting into the greater CER landscape. Interviewee suggestions for uses of the BCT spanned all components of the CER community--there were proposed uses for researchers, practitioners, and students, though there was the most consensus that due to its accessibility and ubiquity, that the BCT had the most potential as a tool for instructor training. The most significant finding from this study was that interview data suggests college chemistry assessment items do not have a single inherent sorting within the BCT dimensions--it really is all about context--which also means that the BCT could better establish another use for learning taxonomies: to structure the context necessary to compare classroom environments. However, while it was clear that all interviewees saw value for more consistent use of a learning taxonomy in CER, it's possible that the BCT may not meet that need for the CER community. While Bloom's taxonomy's quality of "brand recognition" was considered to be a positive attribute when selecting a base learning taxonomy for this project, it also means there would be "bad press" surrounding the still-widely-held criticisms of Bloom's original publication with which to engage when convincing CER community members that the BCT is both a useful and an acceptable tool.
Author : Sachel M. Villafa©łe
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (927 download)
Download or read book Use Of Assessments In College Chemistry Courses written by Sachel M. Villafa©łe and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students' retention in STEM-related careers is of great concern for educators and researchers, especially the retention of underrepresented groups such as females, Hispanics, and Blacks in these careers. Therefore it is important to study factors that could potentially influence students' decision to stay in STEM. The work described in this dissertation involved three research studies where assessments have been used in college chemistry courses to assess students' prior content knowledge, chemistry-self-efficacy, and attitude toward science. These three factors have been suggested to have an influence on students' performance in a course and could eventually be a retention factor. The first research study involved the development and use of an instrument to measure biochemistry prior knowledge of foundational concepts from chemistry and biology that are considered important for biochemistry learning. This instrument was developed with a parallel structure where three items were used to measure a concept and common incorrect ideas were used as distractors. The specific structure of this instrument allows the identification of common incorrect ideas that students have when entering biochemistry and that can hinder students' learning of biochemistry concepts. This instrument was given as pre/posttest to students enrolled in introductory biochemistry courses. The findings indicated that some incorrect ideas are persistent even after instruction, as is the case for bond energy and the structure of the alpha helix concepts. This study highlights the importance of measuring prior conceptual knowledge; so that instructors can plan interventions to help students overcome their incorrect ideas. For the second research study, students' chemistry self-efficacy was measured five times during a semester of preparatory college chemistry.
Author :
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ISBN 13 :
Total Pages : 312 pages
Book Rating : 4.:/5 (3 download)
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Thomas Holme
Publisher : ACS Symposium
ISBN 13 : 9780841231818
Total Pages : 268 pages
Book Rating : 4.2/5 (318 download)
Download or read book Technology and Assessment Strategies for Improving Student Learning in Chemistry written by Thomas Holme and published by ACS Symposium. This book was released on 2018-02-02 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the difficulties many students encounter when learning chemistry have been known and explored for decades, there is no consensus on how best to assist and assess their learning. Over the past ten years, the availability of a range of technological innovations that are intended to improve student learning and assessment has made the choice of teaching and assessment strategies more complex. Many teachers are rapidly adopting new technologies in teaching and assessment although their impacts have not yet been extensively studied. Many researchers have investigated the use of specific technologies in aspects of their teaching and assessment, and this book contributes to a growing body of literature that allows some generalizations to be drawn. Most importantly, specific strategies are described in detail making it possible for others to take advantage of the learning experiences and allowing practitioners to adopt the practice best suited to their needs. General tools for chemistry education range from tailored websites (including Web 2.0 interactive features), to optimizing the use of flipped classrooms, to the application of commercial packages in a coherent manner. The book focuses on these aspects of using technology directly in teaching chemistry. One area of great interest in chemistry education is the role of the teaching laboratory and how best to optimize laboratory learning. The use of short videos, animations, and best assessment practices are also covered. The chapters in the book reflect the somewhat different teaching contexts of the countries in which the authors work.
Author :
Publisher :
ISBN 13 :
Total Pages : 816 pages
Book Rating : 4.3/5 (91 download)
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Ingo Eilks
Publisher : Springer Science & Business Media
ISBN 13 : 9462091404
Total Pages : 346 pages
Book Rating : 4.4/5 (62 download)
Download or read book Teaching Chemistry – A Studybook written by Ingo Eilks and published by Springer Science & Business Media. This book was released on 2013-04-20 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on developing and updating prospective and practicing chemistry teachers’ pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments. This book, with contributions from many of the world’s top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education. Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice) The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! Professor Hannah Sevian (University of Massachusetts Boston)
Author : Fiona Marais
Publisher :
ISBN 13 : 9789533070070
Total Pages : pages
Book Rating : 4.0/5 (7 download)
Download or read book Factors Contributing to Poor Performance of First Year Chemistry Students written by Fiona Marais and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Alexander Gilewski
Publisher :
ISBN 13 :
Total Pages : 170 pages
Book Rating : 4.:/5 (126 download)
Download or read book Linking of Chemistry Concepts Using Learner-centered Assessments written by Alexander Gilewski and published by . This book was released on 2020 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a critical need for additional STEM degree recipients to meet the deficit in STEM workforce in the United States. Introductory and General Chemistry are courses that are at the foundation of many STEM programs and both have a relatively low pass rate. Therefore, it is of great interest to chemical education researchers to improve student outcomes for foundational chemistry courses. One theoretical framework for promoting education is Meaningful Learning. Knowledge that is built upon prior knowledge has greater retention and application to new contexts than rote (memorized) knowledge. In this thesis, three studies will be presented based on this framework. The first involves the implementation of Creative Exercises (CEs) as an open-ended assessment in Introductory Chemistry at a public four-year university and a community college in the southwestern United States. CEs were shown to improve student performance and a decrease in the DFW rate was observed in the treatment groups. The control group had traditional (e.g. multiple choice) assessment. Students' linking of concepts was visualized through network maps, and open coding revealed that students viewed CEs as a useful study tool that helped them to review prior knowledge and to connect chemistry concepts. The second study combined CEs with concept maps (CMs) which have been previously demonstrated to help students to link concepts together. This study was conducted in a third-quarter general chemistry course at an R1 public university. While no gains were shown through ANCOVA between pre-post concept inventory, students were given conceptual and affective interviews in focus groups. The data analyzed from these interviews revealed that students who received both interventions provided more sophisticated conceptual responses. The final study involves the Measure of Linked Concepts (originally based on CE responses) and the addition of a metacognitive component to help students to think about how they learn chemistry. Students performed significantly better on the assessment after the introduction of the metacognition exercise. MLC performance was also found to be a significant predictor of final exam scores through a multiple regression model. All three studies provide insight into future implementations of the assessments and future directions for research.
Author : Li Ye
Publisher :
ISBN 13 :
Total Pages : 210 pages
Book Rating : 4.:/5 (11 download)
Download or read book Exploring Student Learning in Post-secondary General Chemistry written by Li Ye and published by . This book was released on 2017 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation presents novel tools to help instructors measure students linking of content knowledge and the actions students perform for studying in the context of post-secondary General Chemistry.
Author : Jacinta Anne Dalgety
Publisher :
ISBN 13 :
Total Pages : 622 pages
Book Rating : 4.:/5 (156 download)
Download or read book The Influence of First-year Chemistry Students' Learning Experiences on Their Educational Choices written by Jacinta Anne Dalgety and published by . This book was released on 2003 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : John Heywood
Publisher : John Wiley and Sons
ISBN 13 : 0471744689
Total Pages : 515 pages
Book Rating : 4.4/5 (717 download)
Download or read book Engineering Education written by John Heywood and published by John Wiley and Sons. This book was released on 2005-12-12 with total page 515 pages. Available in PDF, EPUB and Kindle. Book excerpt: A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: Part I demonstrates how the underpinnings of education—history, philosophy, psychology, sociology—determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included Part III examines problem solving, creativity, and design Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation.
Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309131979
Total Pages : 386 pages
Book Rating : 4.3/5 (91 download)
Download or read book How People Learn written by National Research Council and published by National Academies Press. This book was released on 2000-08-11 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author :
Publisher :
ISBN 13 :
Total Pages : 880 pages
Book Rating : 4.F/5 ( download)
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Peggy Grant
Publisher : International Society for Technology in Education
ISBN 13 : 1564845443
Total Pages : 200 pages
Book Rating : 4.5/5 (648 download)
Download or read book Personalized Learning written by Peggy Grant and published by International Society for Technology in Education. This book was released on 2014-06-21 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Author :
Publisher :
ISBN 13 :
Total Pages : 896 pages
Book Rating : 4.3/5 (91 download)
Download or read book British Education Index written by and published by . This book was released on 2004 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
