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Articles 1 - 11 of 11
Full-Text Articles in Chemistry
From Ideas To Items: A Primer On The Development Of Ordered Multiple-Choice Items For Investigating The Progression Of Learning In Higher Education Stem, Katherine Lazenby, Morgan E. Balabanoff, Nicole M. Becker, Alena Moon, Jack Barbera
From Ideas To Items: A Primer On The Development Of Ordered Multiple-Choice Items For Investigating The Progression Of Learning In Higher Education Stem, Katherine Lazenby, Morgan E. Balabanoff, Nicole M. Becker, Alena Moon, Jack Barbera
Chemistry Faculty Publications and Presentations
Identifying effective methods of assessment and developing robust assessments are key areas of research in chemistry education. This research is needed to evaluate instructional innovations and curricular reform. In this primer, we advocate for the use of a type of assessment, ordered multiple-choice (OMC), across postsecondary chemistry. OMC assessments are grounded in a developmental perspective, which treats students’ knowledge as developing in sophistication over time. This is in contrast to a dichotomous perspective, which asserts that students’ knowledge is either aligned or misaligned with scientifically accepted knowledge. By drawing on a developmental perspective, OMC assessments offer insights into student understanding …
Clarity On Cronbach’S Alpha Use, Jack Barbera, Nicole Naibert, Regis Komperda, Thomas C. Pentecost
Clarity On Cronbach’S Alpha Use, Jack Barbera, Nicole Naibert, Regis Komperda, Thomas C. Pentecost
Chemistry Faculty Publications and Presentations
The Cronbach’s alpha (α) statistic is regularly reported in science education studies. However, recent reviews have noted that it is not well-understood. Therefore, this commentary provides additional clarity regarding the language used when describing and interpreting alpha and other estimates of reliability.
Multicourse Comparative Study Of The Core Aspects For Flipped Learning: Investigating In-Class Structure And Student Use Of Video Resources, Nicole Naibert, Emryse Geye, Michael M. Phillips, Jack Barbera
Multicourse Comparative Study Of The Core Aspects For Flipped Learning: Investigating In-Class Structure And Student Use Of Video Resources, Nicole Naibert, Emryse Geye, Michael M. Phillips, Jack Barbera
Chemistry Faculty Publications and Presentations
Since 2013, the number of publications on flipped learning within chemistry have steadily increased. However, most of these studies focus on flipped course reforms within individual institutions, while the outcomes of any learning environment are dependent on how the environment is structured and the degree to which students interact with its elements. In this study, we apply a coordinated set of assessment practices to investigate similarities among flipped chemistry courses at five institutions in the United States. All courses in the study followed the two basic tenets of flipped learning: (1) foundational information was delivered through preclass materials (PCMs), and …
Investigation Of Evidence For The Internal Structure Of A Modified Science Motivation Questionnaire Ii (Msmq Ii): A Failed Attempt To Improve Instrument Functioning Across Course, Subject, And Wording Variants, Regis Komperda, Kathryn Hosbein, Michael M. Phillips, Jack Barbera
Investigation Of Evidence For The Internal Structure Of A Modified Science Motivation Questionnaire Ii (Msmq Ii): A Failed Attempt To Improve Instrument Functioning Across Course, Subject, And Wording Variants, Regis Komperda, Kathryn Hosbein, Michael M. Phillips, Jack Barbera
Chemistry Faculty Publications and Presentations
The Science Motivation Questionnaire II (SMQ II) was developed to measure aspects of student motivation in college-level science courses. Items on the SMQ II are structured such that the word ‘science’ can be replaced with any discipline title (e.g., chemistry) to produce a discipline-specific measure of student motivation. Since its original development as the Science Motivation Questionnaire and subsequent refinement, the SMQ II and its discipline-specific variants have been used in a number of science education studies. However, many studies have failed to produce acceptable validity evidence for their data based on the proposed internal structure of the …
Addressing Diversity And Inclusion Through Group Comparisons: A Primer On Measurement Invariance Testing, Guizella A. Rocabado, Regis Komperda, Jennifer E. Lewis, Jack Barbera
Addressing Diversity And Inclusion Through Group Comparisons: A Primer On Measurement Invariance Testing, Guizella A. Rocabado, Regis Komperda, Jennifer E. Lewis, Jack Barbera
Chemistry Faculty Publications and Presentations
As the field of chemistry education moves toward greater inclusion and increased participation by underrepresented minorities, standards for investigating the differential impacts and outcomes of learning environments have to be considered. While quantitative methods may not be capable of generating the in-depth nuances of qualitative methods, they can provide meaningful insights when applied at the group level. Thus, when we conduct quantitative studies in which we aim to learn about the similarities or differences of groups within the same learning environment, we must raise our standards of measurement and safeguard against threats to the validity of inferences that might favor …
Assessing Differences Between Three Virtual General Chemistry Experiments And Similar Hands-On Experiments, Cory Hensen, Gosia Glinowiecka-Cox, Jack Barbera
Assessing Differences Between Three Virtual General Chemistry Experiments And Similar Hands-On Experiments, Cory Hensen, Gosia Glinowiecka-Cox, Jack Barbera
Chemistry Faculty Publications and Presentations
To date the efficacy of virtual experiments is not well understood. To better understand what differences may exist between a hands-on learning environment and a virtual learning environment, three experiments were chosen for investigation. For each experiment, approximately half of the students completed a hands-on version of the experiment and the other half completed a virtual version. After completing the given experiment, students were compared on: their ability to meet the learning objectives for that experiment, their responses to six affective scales, and their grade on a laboratory report. Differences were found on four learning objectives. Two of these learning …
Alignment Of Theoretically Grounded Constructs For The Measurement Of Science And Chemistry Identity, Kathryn Nicole Hosbein, Jack Barbera
Alignment Of Theoretically Grounded Constructs For The Measurement Of Science And Chemistry Identity, Kathryn Nicole Hosbein, Jack Barbera
Chemistry Faculty Publications and Presentations
Identity has been theorized to aid in student persistence within STEM disciplines. In this study, science and chemistry identity were defined as being recognized as a science or chemistry person within the classroom. To generalize the effects that identity has on student persistence, a measurable construct must be defined, operationalized, and tested in multiple settings with different populations. This project addressed the first step in the process, defining the construct and grounding it in an established theoretical framework. This qualitative project utilized a previously described physics identity framework, with sub-constructs of performance/competence, recognition, and interest, as a starting point for …
Metrics And Methods Used To Compare Student Performance Data In Chemistry Education Research Articles, Michael R. Mack, Cory Hensen, Jack Barbera
Metrics And Methods Used To Compare Student Performance Data In Chemistry Education Research Articles, Michael R. Mack, Cory Hensen, Jack Barbera
Chemistry Faculty Publications and Presentations
Quasi-experiments are common in studies that estimate the effect of instructional interventions on student performance outcomes. In this type of research, the nature of the experimental design, the choice in assessment, the selection of comparison groups, and the statistical methods used to analyze the comparison data dictate the validity of causal inferences. Therefore, gathering and reporting validity evidence in causal studies is of utmost importance, especially when conclusions have real policy implications for students and faculty, among other stakeholders. This review examines 24 articles that reported quantitative investigations of the effect of instructional interventions on performance-based outcomes conducted within undergraduate …
Moving Beyond Alpha: A Primer On Alternative Sources Of Single-Administration Reliability Evidence For Quantitative Chemistry Education Research, Regis Komperda, Thomas C. Pentecost, Jack Barbera
Moving Beyond Alpha: A Primer On Alternative Sources Of Single-Administration Reliability Evidence For Quantitative Chemistry Education Research, Regis Komperda, Thomas C. Pentecost, Jack Barbera
Chemistry Faculty Publications and Presentations
This methodological paper examines current conceptions of reliability in chemistry education research (CER) and provides recommendations for moving beyond the current reliance on reporting coefficient alpha (α) as reliability evidence without regard to its appropriateness for the research context. To help foster a better understanding of reliability and the assumptions that underlie reliability coefficients, reliability is first described from a conceptual framework, drawing on examples from measurement in the physical sciences; then classical test theory is used to frame a discussion of how reliability evidence for psychometric measurements is commonly examined in CER, primarily in the form of single-administration reliability …
Using Quenching To Detect Corrosion On Sculptural Metalwork: A Real-World Application Of Fluorescence Spectroscopy, Cory Hensen, Tami Lasseter Clare, Jack Barbera
Using Quenching To Detect Corrosion On Sculptural Metalwork: A Real-World Application Of Fluorescence Spectroscopy, Cory Hensen, Tami Lasseter Clare, Jack Barbera
Chemistry Faculty Publications and Presentations
Fluorescence spectroscopy experiments are a frequently taught as part of upper-division teaching laboratories. To expose undergraduate students to an applied fluorescence technique, a corrosion detection method, using quenching, was adapted from authentic research for an instrumental analysis laboratory. In the experiment, students acquire fluorescence spectra of sensing molecules in the presence of mock sculpture samples and discuss the condition of the sculptures based on the levels of soluble iron detected. This real-world-based experiment allows students the chance to engage with ongoing research and further understand the challenges with early detection of corrosion. Most students successfully completed the experiment, wrote a …
Evaluation Of The Influence Of Wording Changes And Course Type On Motivation Instrument Functioning In Chemistry, Regis Komperda, Kathryn N. Hosbein, Jack Barbera
Evaluation Of The Influence Of Wording Changes And Course Type On Motivation Instrument Functioning In Chemistry, Regis Komperda, Kathryn N. Hosbein, Jack Barbera
Chemistry Faculty Publications and Presentations
Increased understanding of the importance of the affective domain in chemistry education research has led to the development and adaptation of instruments to measure chemistry-specific affective traits, including motivation. Many of these instruments are adapted from other fields by using the word ‘chemistry’ in place of other disciplines or more general ‘science’ wording. Psychometric evidence is then provided for the functioning of the new adapted instrument. When an instrument is adapted from general language to specific (e.g. replacing ‘science’ with ‘chemistry’), an opportunity exists to compare the functioning of the original instrument in the same context as the adapted instrument. …