Contextualizing Learning Chemistry in First-Year Undergraduate Programs: Engaging Industry-Based Videos with Real-Time Quizzing (original) (raw)
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Teaching (and Learning) Introductory Chemistry Courses in Context: A 40-Year Reflection
Educación Química, 2018
When instructors teach chemistry using real-world contexts, they weave connections between chemistry and the large public issues of our world. They also weave connections between chemistry and the smaller-but equally significant-personal issues in the lives of their students. Teaching and learning chemistry in real world contexts is not new; rather, it is a well-established practice backed by research on how people learn. What has one college chemistry instructor (and her students) learned over the past 40 years? The answer to this question is multi-dimensional, involving teaching philosophy, learning outcomes, changing contexts, changing content, and bringing the content and the contexts together. In answering this question, this paper employs air quality and plastics as examples of two real-world contexts that can engage students in learning chemistry through the "big questions" in our world today.
Comparison of learning in two context-based university chemistry classes
International Journal of Science Education, 2018
Context-based learning (CBL) is advocated as beneficial to learners, but more needs to be understood about how different contexts used in courses influence student outcomes. Gilbert defined several models of context that appear to be used in chemistry. In one model that achieves many criteria of student meaningmaking, the context is provided by 'personal mental activity', meaning that students engage in a role to solve a problem. The model's predicted outcomes are that students develop and use the specialised language of chemistry, translate what they learn in the immediate context to other contexts, and empathise with the community of practice that is created. The first two of these outcomes were investigated in two large-enrolment university chemistry courses, both organised as this CBL model, in which students were introduced to kinetic molecular theory (KMT). Sample 1 students (N 1 = 105) learned KMT through whole-class kinaesthetic activity as a human model of a gas while focusing on a problem identifying substances in balloons filled with different gases. Sample 2 students (N 2 = 110) manipulated molecular dynamics simulations while focusing on the problem of reducing atmospheric CO 2. Exam answers and pre-/post-test responses, involving a new KMT context, were analysed. Students in Sample 1 demonstrated a stronger understanding of particle trajectories, while Sample 2 students developed more sophisticated mechanistic reasoning and greater fluidity of translation between contexts through increased use of chemists' specialised language. The relationships of these outcomes to the contexts were examined in consideration of the different curriculum emphases inherent in the contexts.
Making Connections: Learning and Teaching Chemistry in Context
Research in Science Education, 2008
Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.
Sparky IntroChem: A Student-Oriented Introductory Chemistry Course
Journal of Chemical Education, 2003
Reform of introductory chemistry has been the topic of considerable interest in the Journal of Chemical Education (1). Several recent reform initiatives have attempted to improve the teaching/learning process in general chemistry by shifting the focus of the classroom from the teacher to the student (1). Some of these approaches include: process workshops, in which students work in self-managed teams on discoverybased activities (2, 3); a software program (LUCID) to allow the use of interactive learning and tool kits in process workshops (1); topical modules to increase interest while promoting cooperative learning (4); guided-inquiry activities in groups (5); ConcepTests, which are thought-provoking questions or problems presented in lecture to evaluate learning; peer-led workshops, in which successful course graduates lead small groups of students in discussion and problem-solving (6); the implementation of WWW discussion boards, which allow student-teacher and student-student communication at any time (7); and inquiry-based, discovery-based, and problem-based laboratories (8).
A Thematic Review of Studies into the Effectiveness of Context-Based Chemistry Curricula
Context-based chemistry education aims at making connections between real life and the scientific content of chemistry courses. The purpose of this study was to evaluate context-based chemistry studies. In looking for the context-based chemistry studies, the authors entered the keywords ‘context-based’, ‘contextual learning’ and ‘chemistry education’ in well-known databases (i.e. Academic Search Complete, Education Research Complete, ERIC, Springer LINK Contemporary). Further, in case the computer search by key words may have missed a rather substantial part of the important literature in the area, the authors also conducted a hand search of the related journals. To present a detailed thematic review of context-based chemistry studies, a matrix was used to summarize the findings by focusing on insights derived from the related studies. The matrix incorporates the following themes: needs, aims, methodologies, general knowledge claims, and implications for teaching and learning, implications for curriculum development and suggestions for future research. The general knowledge claims investigated in this paper were: (a) positive effects of the context-based chemistry studies; (b) caveats, both are examined in terms of students’ attitudes and students’ understanding/cognition. Implications were investigated for practice in context-based chemistry studies, for future research in context-based chemistry studies, and for curriculum developers in context-based chemistry studies. Teachers of context-based courses claimed that the application of the context-based learning approach in chemistry education improved students’ motivation and interest in the subject. This seems to have generated an increase in the number of the students who wish to continue chemistry education at higher levels. However, despite the fact that the majority of the studies have reported advantages of context-based chemistry studies, some of them have also referred to pitfalls, i.e. dominant structure of out-of-school learning, tough nature of some chemistry topics, and teacher anxiety of lower-ability students.
A Web-Based Chemistry Course as a Means To Foster Freshmen Learning
Journal of Chemical Education, 2003
Simulations, graphing, and microcomputer-based laboratories have been used in the last two decades as effective teaching methods in science education at both college and high school levels (1-5). Scientists, engineers, and science educators use models to concretize, simplify, and clarify abstract concepts, as well as to develop and explain theories, phenomena, and rules. Researchers underscored the need for models as enablers of students' mental transformation from two-dimensional to three-dimensional representations (6-8). Virtual models enhance teaching and learning of various topics in chemistry. Studies have shown that when teaching topics such as chemical bonding and organic compounds aided by three-dimensional computerized models, students' understanding improves (9-11).
2006
In this paper we reflect on the experiences and results of the development and implementation of context‐based chemistry education. This development is discussed with respect to five challenges defined for chemistry curricula (Gilbert, 2006). Five context‐based approaches were selected that will provide the data for this study (Bennett & Lubben, 2006; Bulte, Westbroek, De Jong, & Pilot, 2006; Hofstein & Kesner, 2006; Parchmann, Gräsel, Baer, Nentwig, Demuth, Ralle, & the ChiK Project Team, 2006; Schwartz, 2006).
Using familiar contexts to ease the transition between A-level and first-year degree-level chemistry
This article endeavours to define how an understanding of the context of chemical principles and processes investigated at A-level (post-16) and earlier can be continued and contribute to easing the tensions and uncertainties encountered by chemistry and chemical engineering students on entry to university. The importance of using chemistry contexts at A-level and degree levels and the benefits or drawbacks inherent in contextual approaches are discussed. However, the author primarily investigates how integrating an understanding of A-level specification and teaching contexts can be used to give students a familiar grounding in a subject without reducing the increased complexity required.
Keisha Walters earned her PhD in Chemical Engineering in 2005 from Clemson University. She also holds an MS degree in Chemical Engineering and a BS degree in Biological Sciences from Clemson. Her work involves the surface modification of materials and the development of both stimuli-responsive and biomass-based polymeric materials. Central to her research in polymer and surface engineering is the design and synthesis of molecules with well-defined chemical functionality and molecular architecture. Fundamental research activities of her group include polymer synthesis, surface modification, grafting chemistries, and bulk and surface characterization. Current research includes pH-and temperature-responsive polymers, diagnostic sensor technologies, and the synthesis and surface modification of bioplastics.