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ConfChem Conference on Select 2016 BCCE Presentations: Introduction

JOURNAL OF CHEMICAL EDUCATION 2017年第12期94卷 1999-2001页

作者： Muzyka, Jennifer L. Gupta, Tanya Belford, Robert Ctr Coll Danville Dept Chem Danville KY 40422 USA South Dakota State Univ Dept Chem & Biochem Brookings SD 57007 USA Univ Arkansas Dept Chem Little Rock AR 72022 USA

One of the challenges associated with attending a BCCE (Biennial Conference in Chemical Education) is choosing which talks to attend, because there are often concurrent talks in different symposia in which participants are interested. These conflicts between multiple interests are especially challenging for members of the CCCE (Committee on Computers in Chemical Education) who organize symposia and workshops. Thus, the responsibility of presiding in talks of their own symposium precludes them from attending other symposia that interest them. This year, members of the CCCE organized four different symposia during the BCCE. Organizers of three of these symposia each invited two or three authors to present papers related to the use of computers in chemical education in a follow-up online ConfChem Conference. This approach allows participants who could not attend these talks to interact with authors, and also allows members of the broader chemical education community who could not attend the BCCE to benefit from these presentations.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Organic Chemistry internet/web-based learning Testing/Assessment Conferences Professional Development Student-Centered learning

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Glaring Chemical Errors Persist for Years on Wikipedia

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JOURNAL OF CHEMICAL EDUCATION 2017年第3期94卷 271-272页

作者： Mandler, Michael D. Harvard Univ Dept Chem & Chem Biol 12 Oxford St Cambridge MA 02138 USA

This letter is a response to an article (***. Educ. 2011, 88, 769-771) about incorporating Wikipedia into the undergraduate chemistry curriculum. Though Wikipedia does not require the vetting of submitted material, it is undoubtedly a major resource for the 21st century chemist. Unfortunately, many errors in chemical structure are present in Wikipedia chemistry articles. Even when these mistakes are discovered and reported, articles are sometimes subsequently left uncorrected. In order to be a more useful resource, particularly for undergraduate learning, Wikipedia depends on timely fact checking and editing by the chemical community.

关键词： General Public High School/Introductory Chemistry First-Year Undergraduate/General Chemoinformatics Misconceptions/Discrepant Events learning Theories Descriptive Chemistry internet/web-based learning Collaborative/Cooperative learning

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Flipped learning in Synchronously-Delivered, Geographically-Dispersed General Chemistry Classrooms

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JOURNAL OF CHEMICAL EDUCATION 2017年第5期94卷 662-667页

作者： Christiansen, Michael A. Nadelson, Louis Etchberger, Lianna Cuch, Marilyn Kingsford, Trish A. Woodward, Leslie O. Utah State Univ Uintah Basin Reg Campus320 North Aggie Blvd Vernal UT 84078 USA Colorado Mesa Univ Off Sponsored Programs & Acad Res 1100 North St Grand Junction CO 81501 USA

In synchronously-delivered, multisite classrooms, the physical separation between distance students and instructors may create a perceived divide that negatively affects learning. Building on prior experience in flipping organic chemistry in single-site face-to-face (F2F) classes, we decided to extend our approach to multisite, synchronously delivered general chemistry courses. Our thought was to narrow the perceived instructorstudent divide in distance teaching by using the flexible in-class time that flipping affords to increase the number of positive teacher/distance-student interactions. In this effort, we gradually developed a technique called bridging questions, through which the instructor becomes more familiar with student interests and then connects those interests to chemistry topics discussed in class. Despite anticipating overall positive results, actual consequences were mixed: after flipping the class, evaluation scores and positive feedback increased slightly. However, the mean final exam scores decreased for F2F students by 26.2% but increased for distance students by 4.4% (not statistically significant). Thus, this new approach (flipping with bridging questions) may have unintentionally skewed our focus to distance students, though this conclusion is speculative. (We acknowledge statistical limitations, due to small sample sizes.) We accordingly advocate proactive efforts to balance engagement between both F2F and distance sites. In this paper we also discuss modifications we made to adapt our flipped format to multisite, synchronously delivered freshman chemistry courses, as well as the basic idea of bridging questions in general.

关键词： First-Year Undergraduate/General Curriculum Distance learning/Self Instruction Collaborative/Cooperative learning internet/web-based learning Problem Solving/Decision Making Student-Centered learning

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ConfChem Conference on Select 2016 BCCE Presentations: Tracking Student Use of web-based Resources for Chemical Education

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JOURNAL OF CHEMICAL EDUCATION 2017年第12期94卷 2010-2012页

作者： Bodily, Robert Wood, Steven Brigham Young Univ Instruct Psychol & Technol Chem Provo UT 84602 USA

This paper presents the technical infrastructure required to track student use of web-based resources in an introductory chemistry course, the design of a student dashboard, and the results from analyzing student web-based resource use. Students were tracked as they interacted with online homework problems and high quality course content videos. These videos were developed using funds from the National Science Foundation. We found that students did not use the online video resources as much as expected. If students do not use web-based resources, practitioners and researchers need to (i) track and analyze student use, (ii) implement strategies to increase student use, and (iii) only invest in resources students will use. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.

关键词： Distance learning/Self Instruction internet/web-based learning First-Year Undergraduate/General Undergraduate Research Student-Centered learning

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Using Computational Visualizations of the Charge Density To Guide First-Year Chemistry Students through the Chemical Bond

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JOURNAL OF CHEMICAL EDUCATION 2017年第1期94卷 67-71页

作者： Miorelli, Jonathan Caster, Allison Eberhart, Mark E. Colorado Sch Mines Mol Theory Grp Golden CO 80401 USA

The chemical bond concept is the foundation of the molecular sciences. Therefore, helping students gain a clear physical representation of chemical bonding is necessary for progress in chemistry. Bond Explorer, an activity that utilizes the three-dimensional (3D) plotting functionality of Mathematica, is intended to provide a clear physical picture of electron sharing among atoms i.e., a physical picture of the chemical bond. The app takes advantage of Mathematica's free-to-use CDF Player, removing the high cost often associated with implementing computational activities in the classroom. Through the course of the activity, students visualize the 3D charge density using both fog and contour plots. Students then go on to describe the density differences that characterize various bonding types, i.e., covalent, polar covalent, and ionic. The activity involves both independent and group work and was designed to guide students as they identify key similarities and differences among the charge densities corresponding to various bond types. Preliminary assessment suggests that students who participated in the activity understand bonding and electronegativity more fully than students who did not complete the activity.

关键词： First-Year Undergraduate/General Physical Chemistry Computer-based Learnin Hands-On learning/Manipulatives internet/web-based learning Covalent Bonding Ionic Bonding

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Adopting Lightboard for a Chemistry Flipped Classroom To Improve Technology-Enhanced Videos for Better Learner Engagement

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JOURNAL OF CHEMICAL EDUCATION 2017年第7期94卷 956-959页

作者： Fung, Fun Man Natl Univ Singapore Dept Chem 3 Sci Dr 3 Singapore 117543 Singapore Inst Applicat Learning Sci & Educ Technol ALSET Univ HallLee Kong Chian Wing UHL 05-01D Singapore 119077 Singapore

Currently there are two primary methods of recording flipped classroom videos: (1) using the white board and (2) screencasting a PowerPoint presentation. Both methods have several disadvantages. In the former, the presenter's body obscures the content. Both methods lack an element of human interaction between the viewers and presenter and require lengthy editing. These reasons discourage educators from adopting the flipped classroom. In this article, we share our motivations and experience with the Lightboard, an interesting method of filming with a glass board that addresses the aforementioned problems. This novel format, first introduced and developed by Professor Michael Peshkin at Northwestern University, could help achieve our pedagogy goal of engaging chemistry learners better by providing greater visual connection with the lecturer.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate General Public Organic Chemistry internet/web-based learning Demonstrations

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ConfChem Conference on Select 2016 BCCE Presentations: Radical Awakenings-A New Teaching Paradigm Using Social Media

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JOURNAL OF CHEMICAL EDUCATION 2017年第12期94卷 2002-2004页

作者： Sorensen-Unruh, Clarissa Cent New Mexico Community Coll Dept Chem Sch Math Sci & Engn Albuquerque NM 87106 USA

This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016. The ConfChein paper (included within Supporting Information) focuses on the results of one instructor's incorporation of social media into her classroom and her teaching life as both a communication tool and a method for building a community of learners among students. The instructor implemented multivariate statistical analyses to determine the correlational relationship between students' social media usage and their performance shown by their earned grade on a 40-question final exam similar to the ACS Exams Institute First Semester General Chemistry exam. Initial findings indicated no statistically significant change in pass rate or persistence between models in introductory General Chemistry I classes;however, the potential for a significant difference between models exists in next level (General Chemistry II) and future classes. In all classes analyzed, the instructor observed the generation of a stronger community of learners among her students.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Graduate Education/Research Interdisciplinary/Multidisciplinary Collaborative/Cooperative learning Distance learning/Self Instruction internet/web-based learning Conferences

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Bring Your Own Device: A Digital Notebook for Undergraduate Biochemistry Laboratory Using a Free, Cross-Platform Application

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JOURNAL OF CHEMICAL EDUCATION 2017年第5期94卷 656-661页

作者： Van Dyke, Aaron R. Smith-Carpenter, Jillian Fairfield Univ Dept Chem & Biochem Fairfield CT 06824 USA

The majority of undergraduates own a smartphone, yet fewer than half view it as a valuable learning technology. Consequently, a digital laboratory notebook (DLN) was developed for an upper-division undergraduate biochemistry laboratory course using the free mobile application Evernote. The cloud-based DLN capitalized on the unique features of smartphones (i.e., photo uploading, audio capture, dictation) and could also be accessed from any internet-connected device (i.e., tablet, laptop, desktop). This cross-platform flexibility enabled a Bring Your Own Device philosophy in the course, leveraging the educational power of students personal devices. The DLN served as a secure data management system, where any file could be attached, edited, and analyzed. The DLN also accommodated freehand drawing. A postsemester survey indicated that the cloud connectivity of the DLN facilitated greater collaboration between students and enhanced the quality of their communication with the instructor compared with traditional paper notebooks. Given the option, 70% of students reported that they would choose a DLN over a paper notebook in the future. By using a DLN, students further cultivated their digital and chemical information literacy, which is important to develop as the healthcare and industrial sectors continue to digitize their workflows.

关键词： General Public Upper-Division Undergraduate Biochemistry Chemoinformatics internet/web-based learning Laboratory Computing/Interfacing

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Training Students To Use 3-D Model Sets via Peer-Generated Videos Facilitates learning of Difficult Concepts in an Introductory Organic Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2017年第7期94卷 960-963页

作者： Gillette, Ailen A. Winterrowd, Samantha T. Gallardo-Williams, Maria T. North Carolina State Univ Dept Biochem Raleigh NC 27695 USA North Carolina State Univ Dept Ind & Syst Engn Raleigh NC 27695 USA North Carolina State Univ Dept Chem Raleigh NC 27695 USA

It is generally accepted that the use of 3-D model sets (ball-and-stick models) can be beneficial for students learning organic chemistry. However, with the amount of content that needs to be covered, there is not much time to learn how to use the model sets during class time. This report describes the use of student-generated videos designed to show how to use the model sets as an adjuvant to the learning process in a one-semester introductory organic chemistry course. The videos were made available to the students taking the course on an on-demand basis, and the learning outcomes of the class were compared to data from a previous semester in which the videos were not available, but where the instructor had used class time to train the students in the use of the model sets. Results show that the videos were widely used by students taking the class, and that learning outcomes were comparable between the classes with video training and with in-class training;in fact, no significant difference was found between the final exam grade and final overall adjusted grade means for the two classes. The grade distributions between the two semesters showed no statistical difference, and a negligible difference was found between the two approaches to model training when viewing results for specific stereochemistry-related questions on the final exam.

关键词： Organic Chemistry Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Alkanes/Cycloalkanes Alkenes Enantiomers Stereochemistry

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Exploring Technology-Enhanced learning Using Google Glass To Offer Students a Unique Instructor's Point of View Live Laboratory Demonstration

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JOURNAL OF CHEMICAL EDUCATION 2016年第12期93卷 2117-2122页

作者： Man, Fung Fun Natl Univ Singapore Dept Chem 3 Sci Dr 3 Singapore 117543 Singapore

Technology-enhanced learning (TEL) is fast gaining momentum among educational institutions all over the world. The usual way in which laboratory instructional videos are filmed takes the third-person view. However, such videos are not as realistic and sensorial. With the advent of Google Glass and GoPro cameras, a more personal and effective way to educate students on laboratory procedures has been pioneered: the instructor's point of view (IPOV). technique. To capture the attention of technology-savvy students in the 21st century, educators have to be innovative and reinvent new ways to teach procedures for conducting chemistry experiments. Here, this pilot study made use of Google Glass to film realistic IPOV videos (live and prelab) from the demonstrator's point of view. Students who have viewed the videos were found to have a better understanding of the tasks at hand when conducting the experiment.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate General Public Organic Chemistry Laboratory Instruction internet/web-based learning Synthesis Demonstrations

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