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The Impact Of Lecture Demonstrations On Student Motivation And Academic Achievement In Introductory Chemistry
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Book Synopsis The Impact of Lecture Demonstrations on Student Motivation and Academic Achievement in Introductory Chemistry by : Ralph C. Hargraves
Download or read book The Impact of Lecture Demonstrations on Student Motivation and Academic Achievement in Introductory Chemistry written by Ralph C. Hargraves and published by . This book was released on 2009 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigates the impact of the regular use of chemical demonstrations in an introductory chemistry classroom on student attitudes toward science and on academic achievement. Demonstrations were used as an anticipatory set to the days' lessons and were selected to fit the topic, catch the students' interest and show the concepts clearly. An average of three deomnstrations per week was run over the eighteen-week semester,"--Abstract.
Book Synopsis The Effectiveness of Using Conceptual Change Interactive Lecture Demonstrations to Address Misconceptions in Introductory Chemistry Courses by : Crystal A. Wood
Download or read book The Effectiveness of Using Conceptual Change Interactive Lecture Demonstrations to Address Misconceptions in Introductory Chemistry Courses written by Crystal A. Wood and published by . This book was released on 2004 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student-Generated Questions During Chemistry Lectures by : Bradley Wade Bergey
Download or read book Student-Generated Questions During Chemistry Lectures written by Bradley Wade Bergey and published by . This book was released on 2014 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.
Book Synopsis Discussion and Lecture Method in Chemistry by : Abubakar Nyamida
Download or read book Discussion and Lecture Method in Chemistry written by Abubakar Nyamida and published by . This book was released on 2020-07-22 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper (undergraduate) from the year 2020 in the subject Didactics - Chemistry, grade: 3.5, University of Jos, language: English, abstract: The main purpose of this study is to examine the effects of discussion and lecture method on senior secondary two students' performance and interest in chemistry in Jos North, Nigeria. Specifically, the study sets out to determine the effects of discussion and lecture methods on academic achievements in chemistry and on academic achievement of male and female students who are taught chemistry. Teaching and learning are important parts of the process of education which are aimed at the development of learners' understanding and skills with which to become useful citizens in society. Education involves the total efforts of the community to raise its political, social and economic standard of living. The implication of this is the development of a nation which depends on largely the level of its scientific and technological literacy. Thus, the importance of chemistry as a subject cannot be underrated especially in Nigeria where the national income rests on petroleum and petrochemical industries.
Book Synopsis The Flipped Classroom by : Jennifer L. Muzyka
Download or read book The Flipped Classroom written by Jennifer L. Muzyka and published by ACS Symposium. This book was released on 2018-01-16 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource added for the Foundations of Teacher Education 105222 and Paraeducator (Instructional Assistant) 315222 programs.
Book Synopsis The Mixed Methods Reader by : Vicki L. Plano Clark
Download or read book The Mixed Methods Reader written by Vicki L. Plano Clark and published by SAGE. This book was released on 2008 with total page 1281 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a collection of key methodological writings in mixed methods research along with a collection of exemplar studies. This cross-disciplinary volume helps define the "literature" of mixed methods research. Selections are draw from the international literature that has appeared across diverse research disciplines over the past 30 years. Key features: writings in the field of mixed methods: methodological selections address research design types and purposes, data collection, data analysis, reporting, and future directions; offers exemplar research studies: examples include published studies from diverse disciplines, including sociology, education, evaluation, health sciences, nursing, and family science; Provides visual diagrams to illustrate exemplar research studies: these diagrams help readers understand how the method's components are implemented and how they can develop diagrams for their own studies.
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 Student Engagement and Belonging in an Introductory Chemistry Course by : Nyesa Asha Enakaya
Download or read book Student Engagement and Belonging in an Introductory Chemistry Course written by Nyesa Asha Enakaya and published by . This book was released on 2017 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: The College of Natural Science and Mathematics, NSM, at California State University Sacramento has a low retention rate, high failure rate and a large achievement gap for freshmen students. Freshmen students who are part of the underrepresented minority -- Black, Latino/a, American Indian and Pacific Islander students -- have even higher failure rates and lower retention rates than the rest of the student population. Of the nine subjects offered by NSM, the courses in the subject of chemistry consistently have the highest failure rates and lowest retention rates. Despite several calls for an increase in science workers, there have been reports of shortages of college graduates with advanced STEM degrees. It is clear that changes need to be made to help boost the retention rate in order to help meet the demand for science workers. This study uses action research to investigate the effect of using humanistic approaches to science, inclusive pedagogy, and affective learning objectives in order keep students engaged and to increase students' sense of belonging in a science course. Previous studies have shown that student engagement and a sense of belonging are both positively correlated with academic achievement. By developing techniques and interventions to help students stay engaged with course material, this study demonstrates that small interventions can have a positive effect on student perseverance and sense of belonging. For this study, five new interventions were introduced in the introductory chemistry course CHEM 4: Chemical Calculations. The interventions focused on adding human elements and social relevance to science education. As a result of these interventions, CHEM 4 students indicated that they felt a greater sense of belonging at the end of the semester than they did at the beginning of the semester. Based on student responses on surveys, students also appeared to maintain their level of interest and engagement throughout the semester. While this study shows that the interventions had a positive effect on students during the two semesters that interventions were implemented, the failure rates and achievement gaps for CHEM 4 remained high. Since this study attempted to address student attitudes to impact student performance, it will be important to monitor both immediate and long-term outcomes.
Book Synopsis Compendium of Science Demonstration-related Research from 1918 to 2008 by : David Michael Majerich
Download or read book Compendium of Science Demonstration-related Research from 1918 to 2008 written by David Michael Majerich and published by . This book was released on 2008 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: ******* This compendium highlights a ninety-year history of science education focused on how demonstrations have been used for the express teaching and learning of science at the high school, college and university levels. It is presented in three chapters: (a) Experimental Studies Comparing the Lecture Demonstration Method and the Individual Laboratory Method of Teaching Science (1918-1989); (b) Further Types of Demonstration-related Comparison Studies (1958-2008); and (c) More Recent Demonstration-related Non-Comparative Studies (1980- 2008). Organization of the research in this manner revealed that an interest in investigating this type of research by science educators had and continues to evolve. This work was constructed from an intense and nearly exhaustive review of the research. While the authors believe that it can be misconstrued that the scholarly literature and empirical research are one in the same, we can show that it is necessary to make a distinction between the two sources of information. Upon review of the scholarly literature and empirical research on the demonstration topics, a salient outcome is that these two bodies of information are only loosely corroborated. From this point on we use the terms literature and research when referring to each of these bodies of information. To begin, we describe studies comparing the effectiveness of the methods of lecture demonstration and the individual laboratory. The very early attempts (1918-1964) to determine the superiority of the lecture demonstration method over the individual laboratory method of teaching science, and vice versa, remained unresolved through the mid-1960s. Cunningham (1946) suggested several reasons for the inconclusive nature of the results reported by researchers of lecture demonstration and individual laboratory comparison studies. After carefully reviewing the studies up to 1946, he noted that there were numerous variables that should have remained fixed for the duration of the experiments. Some of the variables that confounded the results of those investigations included the uncontrolled variables related to: (a) the teacher; (b) the complexity of experiments and apparatus; (c) the time spent on each method; (d) the amount of science studied by students; and (e) the performer of the demonstrations. Even after exacting a procedure to control for the teacher variable reported by Cunningham (1946), Yager et al. (1969) were able to show that students who participated in a discussion-demonstration group or discussion-laboratory group developed more skills than those students who received science instruction via a discussion-only method. The results of Yager and his predecessors suggested that neither the demonstration method nor the laboratory method for the teaching and learning of science was superior. From 1958 to 2008, investigations comprised of multiple demonstration-related comparison studies were also unable to confirm the superiority of the demonstration method for the teaching and learning of science as compared to other methods in each study. For instance, Oliver (1975) compared three methods of teaching high school biology - lecture-discussion, a combination of lecture-discussion and demonstration, and demonstrations. Initially, although he determined that the lecture-discussion method of teaching biology was noticeably superior in terms of biology content acquisition during the onset of the semester, this result was ephemeral, and dissipated at the termination of the following semester. Comparing a self-paced instructional method and a teacher demonstration method of teaching college chemistry, Eniaiyeju (1983) concluded that students' achievement scores were higher when they participated in the self-paced program; in
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 Practical Work in Science by : Brian Woolnough
Download or read book Practical Work in Science written by Brian Woolnough and published by . This book was released on 1985 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the major science curriculum developments and the present position of practical work in secondary schools.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Jonathan Bergmann Publisher :International Society for Technology in Education ISBN 13 :1564844684 Total Pages :123 pages Book Rating :4.5/5 (648 download)
Book Synopsis Flip Your Classroom by : Jonathan Bergmann
Download or read book Flip Your Classroom written by Jonathan Bergmann and published by International Society for Technology in Education. This book was released on 2012-06-21 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!
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 The Handbook of Research Synthesis by : Harris Cooper
Download or read book The Handbook of Research Synthesis written by Harris Cooper and published by Russell Sage Foundation. This book was released on 1993-11-23 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: “The Handbook is a comprehensive treatment of literature synthesis and provides practical advice for anyone deep in the throes of, just teetering on the brink of, or attempting to decipher a meta-analysis. Given the expanding application and importance of literature synthesis, understanding both its strengths and weaknesses is essential for its practitioners and consumers. This volume is a good beginning for those who wish to gain that understanding.” —Chance “Meta-analysis, as the statistical analysis of a large collection of results from individual studies is called, has now achieved a status of respectability in medicine. This respectability, when combined with the slight hint of mystique that sometimes surrounds meta-analysis, ensures that results of studies that use it are treated with the respect they deserve....The Handbook of Research Synthesis is one of the most important publications in this subject both as a definitive reference book and a practical manual.”—British Medical Journal The Handbook of Research Synthesis is the definitive reference and how-to manual for behavioral and medical scientists applying the craft of research synthesis. It draws upon twenty years of ground-breaking advances that have transformed the practice of synthesizing research literature from an art into a scientific process in its own right. Editors Harris Cooper and Larry V. Hedges have brought together leading authorities to guide the reader through every stage of the research synthesis process—problem formulation, literature search and evaluation, statistical integration, and report preparation. The Handbook of Research Synthesis incorporates in a single volume state-of-the-art techniques from all quantitative synthesis traditions, including Bayesian inference and the meta-analytic approaches. Distilling a vast technical literature and many informal sources, the Handbook provides a portfolio of the most effective solutions to problems of quantitative data integration. The Handbook of Research Synthesis also provides a rich treatment of the non-statistical aspects of research synthesis. Topics include searching the literature, managing reference databases and registries, and developing coding schemes. Those engaged in research synthesis will also find useful advice on how tables, graphs, and narration can be deployed to provide the most meaningful communication of the results of research synthesis. The Handbook of Research Synthesis is an illuminating compilation of practical instruction, theory, and problem solving. It provides an accumulation of knowledge about the craft of reviewing a scientific literature that can be found in no other single source. The Handbook offers the reader thorough instruction in the skills necessary to conduct powerful research syntheses meeting the highest standards of objectivity, systematicity, and rigor demanded of scientific enquiry. This definitive work will represent the state of the art in research synthesis for years to come.
Book Synopsis The Dynamics of Persuasion by : Richard M. Perloff
Download or read book The Dynamics of Persuasion written by Richard M. Perloff and published by Routledge. This book was released on 2016-12-19 with total page 765 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Dynamics of Persuasion has been a staple resource for teaching persuasion for nearly two decades. Author Richard M. Perloff speaks to students in a style that is engaging and informational, explaining key theories and research as well as providing timely and relevant examples. The companion website includes materials for both students and instructors and expanding the pedagogical utilities. The sixth edition includes: updated theoretical and applied research in a variety of areas, including framing, inoculation, and self-affirmation; new studies of health campaigns; expanded coverage of social media marketing; enhanced discussion of the Elaboration Likelihood Model in light of continued research and new applications to everyday persuasion. The fundamentals of the book – emphasis on theory, clear-cut explanation of findings, in-depth discussion of persuasion processes and effects, and easy-to-follow real-world applications – continue in the sixth edition.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1996 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:
