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Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses

JOURNAL OF CHEMICAL EDUCATION 2021年第10期98卷 3379-3383页

作者： Piontkivska, Helen Gassensmith, Jeremiah J. Gallardo-Williams, Maria T. Kent State Univ Dept Biol Sci Kent OH 44242 USA Univ Texas Dallas Dept Chem & Biochem Dallas TX 75083 USA North Carolina State Univ Dept Chem Raleigh NC 27695 USA

Note taking is a seemingly simple study strategy, yet as a source of learner-generated content its perceived effectiveness varies across subjects and from student to student, as not all students are able to create high-quality notes without guidance. While often advocated by the instructors, the use of notes as exam aids (whether used in open-books exams or not) is a pedagogical practice that has invited some controversy, but there are studies that justify the use of student-created reminder sheets by acknowledging that students must review the material in order to organize and create their study aids. Preparing for exams by actively developing formula sheets or other study aids assists students in studying, even if they are not consciously aware they are studying. We would like to suggest that modeling the process of creating successful study aids from class notes is an inclusive practice that leads to improved outcomes in low-performing students and increases their agency. Creating scaffolds for note taking, whether through sharing examples or prompting synthesis of information, allows for higher-quality note taking across all learners. We provide examples from three separate courses in which the instructors took this approach in widely different ways, and we offer a set of best practices for other instructors interested in using these resources in their own courses.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Multimedia-based learning Computer-based learning

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Chemistry on the Cloud: From Wet Labs to web Labs

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JOURNAL OF CHEMICAL EDUCATION 2021年第9期98卷 2840-2847页

作者： Xie, Charles Li, Chenglu Ding, Xiaotong Jiang, Rundong Sung, Shannon Univ Florida Coll Educ Gainesville FL 32601 USA Inst Future Intelligence Natick MA 01760 USA

Digital sensors allow people to collect a large quantity of data in chemistry experiments. Using infrared thermography as an example, we show that this kind of data, in conjunction with videos that stream the chemical phenomena under observation from a vantage point, can be used to construct digital twins of experiments to support science education on the cloud in a visual and interactive fashion. Through digital twins, a significant part of laboratory experiences such as observation, analysis, and discussion can be delivered on a large scale. Thus, the technology can potentially broaden participation in experimental chemistry, especially for students and teachers in underserved communities who may lack the expertise, equipment, and supplies needed to conduct certain experiments. With a cloud platform that enables anyone to store, process, and disseminate experimental data via digital twins, our work also serves as an example to illuminate how the movement of open science, which is largely driven by data sharing, may be powered by technology to amplify its impacts on chemistry education.

关键词： High School/Introductory Chemistry Laboratory Instruction Inquiry-based/Discovery learning internet/web-based learning Constructivism Physical Chemistry Reactions Thermodynamics

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Improving learning Outcomes and Metacognitive Monitoring: Replacing Traditional Textbook Readings with Question-Embedded Videos

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JOURNAL OF CHEMICAL EDUCATION 2021年第7期98卷 2156-2166页

作者： Pulukuri, Surya Abrams, Binyomin Boston Univ Dept Chem Boston MA 02215 USA

When students effectively engage with textbooks or videos prior to class, more active and collaborative learning activities can be incorporated into subsequent face-to-face learning. Such prelecture assignments are particularly important in flipped classrooms, where a portion of the content is delivered primarily before face-to-face instruction. While a large amount of research has addressed the need to improve active learning during lectures, little work has examined the need to improve out-of-class preparation. Most often, out-of-class preparation consists of videos or assigned textbook readings, but question-embedded videos have also been shown to be effective. When using question-embedded videos, students must pause the video and solve problems as they watch the video, transforming their passive video watching into an active learning experience. Here, we present the results of a randomized control trial study that compares learning behaviors and outcomes between students using content-equivalent resources: organic chemistry textbook readings or question-embedded videos. We found that students who used question-embedded videos for their preparation had significantly higher learning gains and metacognitive monitoring proficiencies than students who used textbook readings. These results indicate that question-embedded videos enforce more productive feedback-driven problem-solving behaviors than textbook readings, which leads to substantial gains in performance and metacognitive monitoring, better preparing students for in-class instruction.

关键词： Chemistry Education Research High School/Introductory Chemistry First-Year Undergraduate/General Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Student-Centered learning

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Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2021年第2期98卷 330-339页

作者： White, Kimberly N. Vincent-Layton, Kimberly Villarreal, Brandilynn Humboldt State Univ Ctr Teaching & Learning Arcata CA 95521 USA Humboldt State Univ Dept Psychol Arcata CA 95521 USA Humboldt State Univ Dept Chem Arcata CA 95521 USA

The adoption of equitable and inclusive teaching strategies in the undergraduate chemistry classroom is essential if equity gaps are to be minimized. Reducing these gaps will foster a diverse talent pool of future chemists to propel creativity and innovation. To cultivate an equitable and inclusive environment, instructors must engage in ongoing critical self-reflection, focus on students' assets rather than deficits, create a relationship with the student as an individual, use best practices for engaging a diverse student population, and affirm students' potential as scientists. Evidence-based strategies for successfully implementing transformation in the chemistry classroom and examples used in introductory chemistry courses are provided and discussed.

关键词： General Public First-Year Undergraduate/General Curriculum Public Understanding/Outreach Collaborative/Cooperative learning Communication/Writing internet/web-based learning Testing/Assessment Student-Centered learning Women in Chemistry

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Computer Vision in Chemistry: Automatic Titration

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JOURNAL OF CHEMICAL EDUCATION 2021年第12期98卷 4067-4073页

作者： Kosenkov, Yana Kosenkov, Dmitri Monmouth Univ Dept Chem & Phys West Long Branch NJ 07764 USA

A novel technology that employs computer vision (CV) to carry out an automatic titration experiment is presented. The experiment is designed to facilitate understanding of the basics of the CV technology and its application in chemistry among undergraduate students. The standard chemical procedure of titration has been chosen, since it is well-known to students who completed general chemistry or similar foundation chemistry courses. A significant advantage of CV-based automation is the use of open-source software and readily available electronic devices, as no expensive specialized equipment or proprietary software is required. The experiment can be performed remotely, either live online or with prerecorded videos. The reported technology is accessible to virtually any educational institution as well as to individuals. The proposed technology provides affordable and safe means for remote execution of titration experiments for students with disabilities. Therefore, the proposed experiment is suitable for traditional laboratory instruction as well as remote synchronous or asynchronous course delivery which gained practical importance during the COVID-19 pandemic. Finally, the proposed CV-based automation opens a new realm of opportunities for rethinking traditional chemistry procedures where computer vision is used to improve performance of standard laboratory instruments and techniques.

关键词： First-Year Undergraduate/General Upper -Division Undergraduate Analytical Chemistry Physical Chemistry Laboratory Instruction internet/web-based learning Laboratory Equipment/Apparatus Laboratory Computing/Interfacing Titration/Volumetric Analysis

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Student Perceptions of Remote Chemistry Lecture Delivery Methods

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JOURNAL OF CHEMICAL EDUCATION 2021年第12期98卷 3667-3679页

作者： Accettone, Shannon L. W. Trent Univ Dept Chem Peterborough ON K9L 0G2 Canada

Beginning in March 2020, instructors and students in educational institutions across the world have had to adapt to new virtual methods of teaching and learning. This study focused on obtaining the student perspective of remote chemistry lecture delivery methods across 13 Fall 2020 courses with students in varied majors of study and stages of degree completion. For students who experienced a mixture of asynchronous and synchronous content delivery within the same course, a majority of students preferred the asynchronous model. When all student participants were asked which content delivery model they would prefer, should remote learning continue, the majority of students indicated that a hybrid mixture of both asynchronous and synchronous opportunities would best support their learning. This was followed by a fully asynchronous model with fully synchronous being least preferred. While students in all years of study showed a preference for the hybrid model with even preferences for fully asynchronous and synchronous models, second-year students were more likely to select asynchronous learning over synchronous. For courses providing recorded synchronous content, the majority of students attended the live class, while a significant portion also made further use of the provided recordings, suggesting recorded content may be worth pursuing for future remote or in-person courses.

关键词： General Public First-Year Undergraduate/General Upper-Division Undergraduate Interdisciplinary/Multidisciplinary internet/web-based learning Distance learning/Self Instruction Applications of Chemistry Student-Centered learning Chemical Education Research

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Benefits and Challenges of a Virtual Laboratory in Chemical and Biochemical Engineering: Students' Experiences in Fermentation

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JOURNAL OF CHEMICAL EDUCATION 2021年第3期98卷 866-875页

作者： de Las Heras, Simoneta Cano Kensington-Miller, Barbara Young, Brent Gonzalez, Vicente Kruehne, Ulrich Mansouri, Seyed Soheil Baroutian, Saeid Tech Univ Denmark Proc & Syst Engn Ctr PROSYS Dept Chem & Biochem Engn DK-2800 Lyngby Denmark Univ Auckland Fac Educ & Social Work Auckland 1010 New Zealand Univ Auckland Fac Engn Dept Chem & Mat Engn Auckland 1010 New Zealand Univ Auckland Fac Engn Dept Civil & Environm Engn Auckland 1142 New Zealand

Engineering education is facing major challenges as it seeks to provide necessary and robust practical experience for all its undergraduate students. The limitation of resources (capital and operational), the increasing number of engineering students and the need to provide safe, up-to-date laboratory experiences have become global issues. Although the use of virtual laboratories (VLs) can provide some relief, within the engineering curriculum further pedagogical research is still needed. In this article, we investigate student perceptions of their learning experience that occurred using a commercial VL (Labster) for fermentation to replace the usual physical laboratory. We use Kolb's experiential learning cycle for the theoretical framework to examine the different stages of active learning and Bloom's taxonomy to illustrate the levels of learning that occurred. Using a mixed-methods methodology, multiple sources were used to analyze the students' experiences. In general, the simulation experience conducted as a VL was well-received by undergraduate students and they appreciated the use of technology to shorten the required time for the experiment. However, there were limitations of the commercial model, related to the learning framework and learning objectives. Nevertheless, our findings suggest the VL is well-suited to be used as a supplement or as a preparatory tool but also has merit when the laboratory is unable to be accessed, for example, with the global pandemic COVID-19, which has had a devastating influence on educational institutions worldwide, closing many of them down and requiring students and staff to self-isolate.

关键词： Upper-Division Undergraduate Chemical Engineering Laboratory Instruction Computer-based learning internet/web-based learning Biotechnology

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Interactive web Application as a Teaching Tool to Introduce Basics of Chromatography and the Plate Theory

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JOURNAL OF CHEMICAL EDUCATION 2021年第7期98卷 2440-2443页

作者： Jordheim, Lars Petter Denuziere, Anne Machon, Christelle Zeinyeh, Wael Univ Lyon Univ Claude Bernard Lyon 1 INSERM 1052 CNRS 5286Ctr Leon BerardCtr Rech Cancerol Lyon F-69008 Lyon France Inst Sci Pharmaceut & Biol Fac Pharm Lyon F-69008 Lyon France Ctr Hosp Le Vinatier Ctr Rech Neurosci Lyon FLUID Team Batiment 452 F-69675 Bron France Univ Lyon Univ Claude Bernard Lyon 1 Lyon Neurosci Res Ctr CNRS UMR5292INSERM U1028 F-69677 Bron France

The understanding of the basic principles of chromatography is of high importance for chemistry, pharmacy, and biology students. In this paper, we present a free web application which can be used as a teaching tool to introduce chromatography to undergraduate students, using one of the simplest chromatography models: the plate theory.

关键词： First-Year Undergraduate/General Analytical Chemistry Computer-based learning internet/web-based learning Chromatography HPLC

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Virtual Special Issue Call for Papers: Teaching Changes and Insights Gained in the Time after COVID-19

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JOURNAL OF CHEMICAL EDUCATION 2021年第7期98卷 2141-2142页

作者： Holme, Thomas A. Department of Chemistry Iowa State University Ames Iowa 50011 United States *Email: email

The Journal of Chemical Education announces a call for papers for an upcoming virtual special issue on what has been learned about teaching and learning chemistry because of changes made in response to the COVID-19 pandemic. What aspects of change have continued with a return to educational environments similar to those prevalent before the emergence of SARS-CoV-2? What practices adopted during the pandemic have been jettisoned? The virtual special issue will collect scholarly distillations of the ways schools and courses move forward effectively as the emergency conditions ease. The timing for the collection's release will allow articles published as part of issues over the next 18 months of the Journal to be considered for inclusion so that authors can collect and analyze evidence related to student learning.

关键词： Continuing Education Curriculum internet/web-based learning Distance learning/Self Instruction Professional Development

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#DavidsonTrue: Transitioning to Remote Teaching while Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2800-2805页

作者： Anstey, Mitchell R. Blauch, David N. Carroll, Felix A. Gorensek-Benitez, Annelise H. Hauser, Cindy D. Key, Hanna M. Myers, Jeffrey K. Stevens, Erland P. Striplin, Durwin R. Holck, Hailey W. Montero-Lopez, Luis Snyder, Nicole L. Davidson Coll Dept Chem Davidson NC 28035 USA

The coronavirus 2019 (COVID-19) outbreak in March led Davidson College to move from face-to-face classes and laboratories to mostly synchronous Zoom meetings. Prior to COVID-19, the majority of our faculty and students had little experience with remote instruction. With only 5 days to develop a plan, we revisited our individual and department learning goals and worked collectively to help each other redesign and redeploy our courses. In this reflective piece, we provide examples of how each member of our department collaborated with our students to ensure a relatively smooth transition to remote teaching across our entire curriculum while maintaining inclusive excellence. Specific strategies for adapting class meetings, assignments, assessments, additional support, and labs are provided along with select examples. Common themes across the curriculum included increased flexibility, the desire to maintain community, and the need for additional academic, technical, and emotional support. We hope our reflections will be helpful to our chemistry colleagues as we move into the uncertainty of the fall semester.

关键词： Distance learning/Self Instruction internet/web-based learning Interdisciplinary/Multidisciplinary Collaborative/Cooperative learning Student-Centered learning General Public

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