Open Access. Powered by Scholars. Published by Universities.®
Physical Sciences and Mathematics Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 4 of 4
Full-Text Articles in Physical Sciences and Mathematics
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 …
Investigating Student Engagement In General Chemistry Active Learning Activities Using The Activity Engagement Survey (Aces), Nicole Naibert, Jack Barbera
Investigating Student Engagement In General Chemistry Active Learning Activities Using The Activity Engagement Survey (Aces), Nicole Naibert, Jack Barbera
Chemistry Faculty Publications and Presentations
Investigating student engagement in active learning activities could provide valuable insight into variations of student learning outcomes when active learning is included in a course. This study sought to explore students’ engagement in relation to active learning activities incorporated in a general chemistry lecture course using the Activity Engagement Survey (AcES). The AcES can be used to simultaneously assess students’ overall engagement, as well as dimensions above and beyond overall engagement including their combined behavioral/cognitive engagement, emotional engagement, and social engagement. As students’ engagement may be influenced by aspects related to the learning environment and context, differences in engagement were …
Development Of The Chemistry Mindset Instrument (Chemi) For Use With Introductory Undergraduate Chemistry Students, Deborah L. Santos, Jack Barbera, Suazette R. Mooring
Development Of The Chemistry Mindset Instrument (Chemi) For Use With Introductory Undergraduate Chemistry Students, Deborah L. Santos, Jack Barbera, Suazette R. Mooring
Chemistry Faculty Publications and Presentations
Chemistry education research has increasingly considered the role of affect when investigating chemistry learning environments over the past decade. Despite its popularity in educational spheres, mindset has been understudied from a chemistry-specific perspective. Mindset encompasses one's beliefs about the ability to change intelligence with effort and has been shown to be a domain-specific construct. For this reason, students’ mindset would be most relevant in chemistry if it were measured as a chemistry-specific construct. To date, no instrument has been developed for use in chemistry learning contexts. Here we present evidence supporting the development process and final product of a mindset …
Development And Evaluation Of A Survey To Measure Student Engagement At The Activity Level In General Chemistry, Nicole Naibert, Jack Barbera
Development And Evaluation Of A Survey To Measure Student Engagement At The Activity Level In General Chemistry, Nicole Naibert, Jack Barbera
Chemistry Faculty Publications and Presentations
Student engagement is an important consideration when incorporating active learning activities into a classroom. To facilitate the large-scale assessment of students’ engagement in activities, a survey measure must first be developed and evaluated. Therefore, the goal of this study was to create a self-report measure of student engagement for use with active learning activities in general chemistry classes. The Activity Engagement Survey (AcES) was modified from an existing survey of engagement of middle and high school science students that contained behavioral, cognitive, emotional, and social engagement items. Multiple rounds of response process interviews and factor analyses were used to modify …