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Use Of Assessments In College Chemistry Courses
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Download or read book Ungrading written by Susan Debra Blum and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
Book Synopsis Chemistry Student Success by : Oluwatobi O. Odeleye
Download or read book Chemistry Student Success written by Oluwatobi O. Odeleye and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning and Understanding by : National Research Council
Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-08-06 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Book Synopsis Investigating Students Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-determination Theory by : Yujuan Liu
Download or read book Investigating Students Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-determination Theory written by Yujuan Liu and published by . This book was released on 2017 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research studies presented in this work contribute to our understanding of motivation as an important factor influencing student persistence in STEM fields in both traditional classroom and different active learning environments at the college level. Each study provided psychometric evidence for the use of instruments based on SDT in college chemistry courses. Chemistry educators can use these assessments to understand the nuances of student motivation. Findings from these assessments can then be used to design strategies to help students learn and/or to be more motivated toward chemistry. Also, this work highlights the importance of looking at the motivation of different groups of students, such as the underrepresented students, because their response trends may be different. Being aware of students different needs will help chemistry educators to understand how we can better increase students intrinsic motivation in our chemistry courses.
Book Synopsis Learning with Understanding in the Chemistry Classroom by : Iztok Devetak
Download or read book Learning with Understanding in the Chemistry Classroom written by Iztok Devetak and published by Springer Science & Business Media. This book was released on 2014-01-14 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers a critical examination of a variety of conceptual approaches to teaching and learning chemistry in the school classroom. Presenting up-to-date research and theory and featuring contributions by respected academics on several continents, it explores ways of making knowledge meaningful and relevant to students as well as strategies for effectively communicating the core concepts essential for developing a robust understanding of the subject. Structured in three sections, the contents deal first with teaching and learning chemistry, discussing general issues and pedagogical strategies using macro, sub-micro and symbolic representations of chemical concepts. Researchers also describe new and productive teaching strategies. The second section examines specific approaches that foster learning with understanding, focusing on techniques such as cooperative learning, presentations, laboratory activities, multimedia simulations and role-playing in forensic chemistry classes. The final part of the book details learner-centered active chemistry learning methods, active computer-aided learning and trainee chemistry teachers` use of student-centered learning during their pre-service education. Comprehensive and highly relevant, this new publication makes a significant contribution to the continuing task of making chemistry classes engaging and effective.
Book Synopsis Enhancing Retention in Introductory Chemistry Courses by : Supaporn Kradtap Hartwell
Download or read book Enhancing Retention in Introductory Chemistry Courses written by Supaporn Kradtap Hartwell and published by . This book was released on 2020-10-09 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book is about Enhancing Retention in Introductory Chemistry Courses: Teaching Practices and Assessments"--
Book Synopsis Linking of Chemistry Concepts Using Learner-centered Assessments by : Alexander Gilewski
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.
Book Synopsis Active Learning in General Chemistry by : Mark Blaser
Download or read book Active Learning in General Chemistry written by Mark Blaser and published by . This book was released on 2021-02 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Active learning methods can provide significant advantages over traditional instructional practices, including improving student engagement and increasing student learning. Active Learning in General Chemistry: Specific Interventions focuses on evidence-based active learning methods that offer larger gains in engagement with as well as a more thorough education in general chemistry. This work serves as a selection of techniques that can inspire chemistry instructors and a comprehensive survey of effective active learning approaches in general chemistry. Chemistry faculty and administrations will find inspiration for improved teaching within this volume.
Book Synopsis The Hidden Curriculum - Faculty Made Tests in Science by : Sheila Tobias
Download or read book The Hidden Curriculum - Faculty Made Tests in Science written by Sheila Tobias and published by Springer Science & Business Media. This book was released on 1997 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Quantitative Analysis of Technology Use and Muddiest Point Technique in Undergraduate Chemistry Courses by : Amal Naif Alanazi
Download or read book Quantitative Analysis of Technology Use and Muddiest Point Technique in Undergraduate Chemistry Courses written by Amal Naif Alanazi and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chemistry is a common college course for STEM and non-STEM students. Instructors often encounter difficulties in helping these students learn challenging content and effectively prepare for exams. Traditionally, this is a lecture-based class, but recent research has shown that implementation of active learning pedagogical approaches can increase learning and performance on exams. Active learning gives students a more significant role in the classroom through the use of different techniques. The purpose of this research is to provide practical recommendations for instructors to increase student learning in chemistry classes through an efficient use of active learning methods and technologies. In the first project, the goal was to contribute to understanding the effectiveness of review session format in general chemistry courses in order to help students better prepare for their exams. Student use of screencasts of a face-to-face exam review session that were posted online in two terms of General Chemistry (I and II) was analyzed. The review sessions were recorded and posted online as both full-length videos and sets of segmented videos. On average, student performance on exam questions of content related to review session questions was higher compared to performance on exam questions that were unrelated to review session questions. However, that difference was statistically significant only for some of the exams. The results demonstrate that there was no statistically significant difference in exam question performance of content related to review session questions between the students who viewed segmented videos and those who viewed the full-length videos. Although the overall difference was not statistically significant, students who viewed segmented videos performed better on exam questions that were of either a similar or lower level of difficulty than the review session questions. Students who viewed the full-length videos performed better than those who viewed the segmented videos when the exam questions were at a higher level of difficulty than the review session questions. The goal of the second project was to investigate if there is a correlation between student performance and providing muddiest point feedback at the end of lecture in general chemistry courses. The data were collected in two sections of General Chemistry I and one section of General Chemistry II. The results revealed that, on average, students who responded to muddiest point questions performed better on corresponding exam questions compared to students who did not respond to the muddiest point questions. In addition, students who responded to muddiest point questions containing mostly quantitative topics performed significantly better on exam questions related to the muddiest point topics compared to students who did not respond to those same muddiest point questions. However, there was no statistically significant difference between students who responded to muddiest point questions containing mostly qualitative topics on exam questions related to muddiest point topics and students who did not respond to those same muddiest point questions. Another goal of the study was to investigate the accuracy of student self-assessments regarding what they know and do not know about the muddiest point topics. The results were consistent with the Dunning-Kruger effect, in that high-performing students were more accurate in their self-assessment than low-performing students. When inaccurate, high-performing students tended to underestimate their understanding of a topic. Low-performing students who were inaccurate in their self-assessment tended to overestimate their understanding of a topic. In the third project, the goal was to investigate the correlation between clicker use and exam performance in a liberal arts chemistry class. Data were collected from three courses. The results demonstrate that there is a statistically significant positive and moderate relationship between student exam performance and the percentage of clicker questions answered in class. There is a statistically significant positive and moderate relationship between STEM student exam performance and the percentage of clicker questions answered in class. Similar results were also observed for non-STEM students. Additionally, responses to a survey on the use of clickers revealed that students perceived clicker use positively as a way to improve learning, participation, engagement, motivation, and overall course experience. Further analysis showed that there was no significant difference between males and females in perception of clicker use; both genders perceived the clicker use positively. Overall, this study found that there are numerous opportunities to help non-chemistry majors actively engage in introductory chemistry classes through instructional technology properly aligned with pedagogical techniques.
Book Synopsis Assessing Student Learning by : Linda Suskie
Download or read book Assessing Student Learning written by Linda Suskie and published by John Wiley & Sons. This book was released on 2018-01-05 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
Book Synopsis Digital Learning and Teaching in Chemistry by : Yehudit Dori
Download or read book Digital Learning and Teaching in Chemistry written by Yehudit Dori and published by Royal Society of Chemistry. This book was released on 2023-07-12 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in chemistry. While the chapters in this book span a wide variety of topics, as a whole, they focus on using technology and digital platforms as a method for supporting inclusive and meaningful learning. The best practices and recommendations shared by the authors are highly relevant for modern chemistry education, as teaching and learning through digital methods is likely to persist. Furthermore, teaching chemistry digitally has the potential to bring greater equity to the field of chemistry education in terms of who has access to quality learning, and this book will contribute to that goal. This book will be essential reading for those working in chemical education and teaching. Yehudit Judy Dori is internationally recognised, formerly Dean of the Faculty of Education of Science and Technology at the Technion Israel Institute of Technology and won the 2020 NARST Distinguished Contributions to Science Education through Research Award–DCRA for her exceptional research contributions. Courtney Ngai and Gabriela Szteinberg are passionate researchers and practitioners in the education field. Courtney Ngai is the Associate Director of the Office of Undergraduate Research and Artistry at Colorado State University. Gabriela Szteinberg serves as Assistant Dean and Academic Coordinator for the College of Arts and Sciences at Washington University in St. Louis.
Book Synopsis Science Teaching Reconsidered by : National Research Council
Download or read book Science Teaching Reconsidered written by National Research Council and published by National Academies Press. This book was released on 1997-03-12 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Book Synopsis Active Learning in College Science by : Joel J. Mintzes
Download or read book Active Learning in College Science written by Joel J. Mintzes and published by Springer Nature. This book was released on 2020-02-23 with total page 989 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Book Synopsis Understanding College Students' Exam Process in a General Chemistry Course by : Angela Willson
Download or read book Understanding College Students' Exam Process in a General Chemistry Course written by Angela Willson and published by . This book was released on 2016 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main way most college chemistry courses assess what a student has learned is through a summative exam. After introductory science courses, such as general chemistry, many students cite poor teaching and disappointing grades in these courses as a reason for dropping out of STEM programs. There has been a lack of qualitative research on students' experiences of the complete process of taking an exam from start to finish, or the exam process, which includes preparing for an exam, taking an exam, receiving feedback, and responding to feedback after the exam has been graded. My goal in this exploratory study was to understand the phenomenon of students' exam process using phenomenographic methods to answer the research questions: How do students think about and approach (1) Exam preparation? (2) Taking an exam? (3) Results and feedback after an exam? Data was collected through interviews with two groups. One group was interviewed using a semi-structured interview protocol both before and after an exam and the other was interviewed only after the exam using the combined protocol. Qualitative interviews were analyzed using emergent coding to describe students' experiences of the exam process in their general chemistry course. Interesting themes from this research include students' perceptions of their confidence, how self-efficacy is a part of students' exam process, and how students seek out and use feedback from exams during the exam process.
Book Synopsis Chemical Education: Towards Research-based Practice by : J.K. Gilbert
Download or read book Chemical Education: Towards Research-based Practice written by J.K. Gilbert and published by Springer Science & Business Media. This book was released on 2006-03-11 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).
