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Physical Sciences and Mathematics Commons™
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Full-Text Articles in Physical Sciences and Mathematics
Using Flipped Classroom Modules To Facilitate Higher Order Learning In Undergraduate Organic Chemistry, Lauren R. Holloway, Tabitha Miller, Bryce Da Camara, Paul M. Bogie, Briana L. Hickey, Jack Barbera, Angie L. Lopez, Multiple Additional Authors
Using Flipped Classroom Modules To Facilitate Higher Order Learning In Undergraduate Organic Chemistry, Lauren R. Holloway, Tabitha Miller, Bryce Da Camara, Paul M. Bogie, Briana L. Hickey, Jack Barbera, Angie L. Lopez, Multiple Additional Authors
Chemistry Faculty Publications and Presentations
In an ongoing effort to incorporate active learning and promote higher order learning outcomes in undergraduate organic chemistry, a hybrid (“flipped”) classroom structure has been used to facilitate a series of collaborative activities in the first two courses of the lower division organic chemistry sequence. An observational study of seven classes over a five-year period reveals there is a strong correlation between performance on the in-class activities and performance on the final exam across all classes; however, a significant number of students in these courses continue to struggle on both the in-class activities and final exam. The Activity Engagement Survey …
Investigating Small-Group Cognitive Engagement In General Chemistry Learning Activities Using Qualitative Content Analysis And The Icap Framework, Safaa Y. El-Mansy, Jack Barbera, Alissa J. Hartig
Investigating Small-Group Cognitive Engagement In General Chemistry Learning Activities Using Qualitative Content Analysis And The Icap Framework, Safaa Y. El-Mansy, Jack Barbera, Alissa J. Hartig
Chemistry Faculty Publications and Presentations
The level of students’ engagement during active learning activities conducted in small groups is important to understanding the effectiveness of these activities. The Interactive–Constructive–Active–Passive (ICAP) framework is a way to determine the cognitive engagement of these groups by analyzing the conversations that occur while student groups work on an activity. This study used qualitative content analysis and ICAP to investigate cognitive engagement during group activities in a General Chemistry course at the question level, a finer grain size than previously studied. The analysis determined the expected engagement based on question design and the observed engagement based on group conversations. Comparisons …
Modifying The Aspect Survey To Support The Validity Of Student Perception Data From Different Active Learning Environments, Nicole Naibert, Erin E. Shortlidge, Jack Barbera
Modifying The Aspect Survey To Support The Validity Of Student Perception Data From Different Active Learning Environments, Nicole Naibert, Erin E. Shortlidge, Jack Barbera
Chemistry Faculty Publications and Presentations
Measuring students’ perceptions of active learning activities may provide valuable insight into their engagement and subsequent performance outcomes. A recently published measure, the Assessing Student Engagement in Class Tool (ASPECT), was developed to assess student perceptions of various active learning environments. As such, we sought to use this measure in our courses to assess the students’ perceptions of different active learning environments. Initial results analyzed with confirmatory factor analysis (CFA) indicated that the ASPECT did not function as expected in our active learning environments. Therefore, before administration within an introductory biology course that incorporated two types of active learning strategies, …
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 …
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 …
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 …
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 …