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Articles 1 - 7 of 7
Full-Text Articles in Chemistry
Development And Assessment Of Gamified Process-Oriented Guided Inquiry Learning Activities In Undergraduate Large Lecture Chemistry Courses, Nathan Turner
Electronic Theses and Dissertations
No abstract provided.
Diversity And Inclusion In Science Teaching Learning (Distl): Focusing On The Perspectives Of Undergraduate Students And Graduate Teaching Assistants In The Chemistry Classroom, Albert Aidoo
Electronic Theses and Dissertations
Students in Science, Technology, Engineering and Mathematics (STEM) come with a wide range of experiences and educational backgrounds. There is high attrition rate and low academic achievement among students in STEM areas, specifically in college chemistry courses that are prerequisites for many STEM majors. Hence it is important to look at diversity and inclusion specifically in first- and second-year college chemistry courses to address the challenge of student attrition in STEM. Diversity can be understood as the differences each student brings along the dimensions of prior knowledge, skills, race, ethnicity, sexual orientation, gender, socio-economic status, age, ability, religious or political …
Students’ Perceptions Of Specific Laboratory Curricula On The Learning Experience In Chemistry Courses, Arwa Ali Alshehri
Students’ Perceptions Of Specific Laboratory Curricula On The Learning Experience In Chemistry Courses, Arwa Ali Alshehri
Electronic Theses and Dissertations
Laboratory courses play a key role in developing critical thinking and problem-solving skills and providing experience in certain aspects of a laboratory setting including reactions, materials, and equipment. Prior studies suggest that a laboratory course assists students toward cognitive gain on lecture content. In contrast, other studies conclude that laboratory is uncorrelated with cognitive gain on lecture content. Thus, a discord exists between researchers regarding the role that laboratory experiences play in furthering the understanding of chemistry concepts taught in lectures. The purpose of this research is to examine the impact of two different laboratory curricula on students’ performance in …
The Impact Of Project-Based Learning On Students In High School Chemistry In Rural Maine, Brianna Degone
The Impact Of Project-Based Learning On Students In High School Chemistry In Rural Maine, Brianna Degone
Electronic Theses and Dissertations
Project-based learning (PBL) is an instructional strategy that is promoted throughout education for its use of active learning and ability to connect to real-world applications. Studies have been conducted on PBL ranging from early elementary grades through graduate courses, however little research considers the effectiveness of PBL at the secondary science level. This thesis considers the use of PBL and describes the implementation of a PBL unit in a rural Maine 11th grade chemistry classroom. The thesis aims to better understand the impact PBL has on students’ content learning and additional skills acquired through the PBL learning process. Along with …
Technology-Based Culturally Relevant Chemistry Education (Crce), Mercy Adoma Fosu
Technology-Based Culturally Relevant Chemistry Education (Crce), Mercy Adoma Fosu
Electronic Theses and Dissertations
The relevance of chemistry concepts and principles remains a challenge for most students enrolled in college chemistry courses. Part of this problem is the disconnect with what students experience in their every-day lives, and how the material, specifically chemistry content is presented via textbooks, lectures, and laboratory teaching. Moreover, the teaching of general chemistry has traditionally focused on traditional, instructor-centric expository delivery of course materials, that treats students as empty vessels devoid of prior knowledge. Students prior knowledge and experiences are crucial in shaping their understanding of scientific concepts and principles. Even students with relatively low expectations for success in …
Facilitating Conceptual Learning In Quantitative Chemistry, Sarah R. Johnson
Facilitating Conceptual Learning In Quantitative Chemistry, Sarah R. Johnson
Electronic Theses and Dissertations
Traditional chemistry laboratory courses have a manual consisting of “step-by-step” experiments; instructions are given to complete experiments, requiring minimal information/concepts processing to be successful. This experience leaves students unprepared for the real-world, where critical thinking skills are needed to conduct research. This study focused on building analytical techniques, conceptual knowledge, and critical thinking skills used to solve research problems. A new quantitative chemistry laboratory manual was developed to transition students from traditional to inquiry-based experiments, requiring analytical method development. Data showed students having less difficulty using the new manual (0.8281 average difficulty) on method development exam questions and experiments, compared …
Grading The General Chemistry Laboratory: A Constructivist Approach., Barbara Stewart
Grading The General Chemistry Laboratory: A Constructivist Approach., Barbara Stewart
Electronic Theses and Dissertations
Constructivist theories of learning posit that instructors cannot transfer their knowledge to students; students must actively construct their own understanding. The Inter-Chem-Net project uses technology and instrumentation to provide an individualized experience within the large general laboratory course, effectively establishing a constructivist methodology. A grading rubric was developed to communicate course expectations and provide an easy and reliable method of evaluating student work in the general chemistry laboratory. The grading rubric separates the learning outcomes into a checklist of skills associated with each particular grade. This checklist provides detailed feedback for individualized choices of experiments, a key component of the …