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Improving Information Literacy Skills through learning To Use and Edit Wikipedia: A Chemistry Perspective

JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 509-515页

作者： Walker, Martin A. Li, Ye SUNY Coll Potsdam Dept Chem Potsdam NY 13676 USA Univ Michigan Shapiro Sci Lib Ann Arbor MI 48109 USA

Our students rely on Wikipedia on their mobile devices or laptops, since it is an extremely rich and broad resource. This article overviews the Chemistry content on Wikipedia and how students can learn to use it effectively as an information resource, critically evaluating content, and learning key information literacy skills. We also discuss how students' information literacy skills can be improved through a class project where students edit Wikipedia articles. Through such projects, students may begin to appreciate where and how chemical information is generated, gathered, developed, and shared in the real world.

关键词： First-Year Undergraduate Second-Year Undergraduate Upper-Division Undergraduate Graduate Education Chemoinformatics Collaborative/Cooperative learning internet/web-based learning Student-Centered learning Descriptive Chemistry

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A Cloud-based Scavenger Hunt: Orienting Undergraduates to ACS National Meetings

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JOURNAL OF CHEMICAL EDUCATION 2016年第11期93卷 1957-1960页

作者： Kubasik, Matthew A. Van Dyke, Aaron R. Harper-Leatherman, Amanda S. Miecznikowski, John R. Steffen, L. Kraig Smith-Carpenter, Jillian Fairfield Univ Dept Chem & Biochem Fairfield CT 06824 USA

American Chemical Society (ACS) National Meetings are valuable for the development of undergraduate researchers but can be overwhelming for first-time attendees. To orient and engage students with the range of offerings at an ACS meeting, we developed a cloud-based scavenger hunt. Using their mobile devices, teams of undergraduates "scavenged" items off a list by uploading "selfies" to designated folders within Google Drive, a cloud-based storage system. Time stamps offered by the cloud afforded real-time evidence of student participation. Items on the scavenger hunt were designed to integrate undergraduates into the meeting, exposing them to distinguished scientists, leading publishers, and instrument manufacturers as well as to networking opportunities. We employed this selfie-based scavenger hunt at three ACS National Meetings (Philadelphia, 2012;Boston, 2015;Philadelphia, 2016). Students reported that the scavenger hunt contributed to their learning. The cloud-based scavenger hunt is versatile and can be easily adapted for other constituencies (e.g., high school or international students) or events (e.g., regional meetings or first-year orientations).

关键词： Upper-Division Undergraduate Chemoinformatics Collaborative/Cooperative learning Humor/Puzzles/Games internet/web-based learning Conferences Undergraduate Research

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Progressively Fostering Students' Chemical Information Skills in a Three-Year Chemical Engineering Program in France

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JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 576-579页

作者： Gozzi, Christel Arnoux, Marie-Jose Breuzard, Jeremy Marchal, Claire Nikitine, Clemence Renaudat, Alice Toulgoat, Fabien Ecole Super Chim Phys Elect Lyon CPE Lyon Villeurbanne France

Literature searches are essential for scientists. Thus, courses on how to do a good literature search have been integrated in studies at CPE Lyon for many years. Recently, we modified our pedagogical approach in order to initiate students progressively in the search for chemical information. In addition, this new teaching organization is now based on a "learn and prompt practice" concept.

关键词： Graduate Education/Research Interdisciplinary/Multidisciplinary Testing/Assessment learning Theories Chemoinformatics Curriculum internet/web-based learning Chemical Engineering

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Moving Chemical Education into the Cloud(s)

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JOURNAL OF CHEMICAL EDUCATION 2016年第12期93卷 1969-1971页

作者： Pence, Harry E. SUNY Coll Oneonta Dept Chem & Biochem Oneonta NY 13820 USA

Many U.S. colleges and universities are adopting cloud computing, which may be defined as a distributed computing system that provides access to virtual resources, including computer hardware, networks, software, development platforms, and memory, at an off-site location and that can be accessed locally. Thus, far, this development has been driven primarily by the hope for administrative benefits, but the cloud also presents some excellent opportunities for chemical educators. Moving to the cloud can allow every student in a class to have access to all of the resources necessary for the class, simply by accepting an invitation to join a site. This encourages collaboration and the development of new educational models.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Graduate Education/Research Chemoinformatics Computer-based learning internet/web-based learning Collaborative/Cooperative learning

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Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

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JOURNAL OF CHEMICAL EDUCATION 2016年第11期93卷 1855-1862页

作者： Jolley, Dianne F. Wilson, Stephen R. Kelso, Celine O'Brien, Glennys Mason, Claire E. Univ Wollongong Sch Chem Wollongong NSW 2522 Australia

This project utilizes visual and critical thinking approaches to develop a higher education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes toward the prelab program were very positive, particularly for the e-quizzes. There was no improvement on academic performance in laboratory reports;however, students reported that the prelab material had a positive effect on their learning, and that they were able to enter the laboratory with high levels of perceived preparedness. Given that student experiences in the laboratory are arguably as important as assessable outcomes, an attitudinal study such as this is extremely important.

关键词： Second-Year Undergraduate Analytical Chemistry Laboratory Instruction Demonstrations internet/web-based learning Multimedia-based learning

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Quantifying Gold Nanoparticle Concentration in a Dietary Supplement Using Smartphone Colorimetry and Google Applications

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JOURNAL OF CHEMICAL EDUCATION 2016年第2期93卷 318-321页

作者： Campos, Antonio R. Knutson, Cassandra M. Knutson, Theodore R. Mozzetti, Abbie R. Haynes, Christy L. Penn, R. Lee Univ Minnesota Dept Chem 207 Pleasant St SE Minneapolis MN 55455 USA White Bear Lake High Sch White Bear Lake MN 55110 USA

Spectrophotometry and colorimetry experiments are common in high school and college chemistry courses, and nanotechnology is increasingly common in every day products and new devices. Previous work has demonstrated that handheld camera devices can be used to quantify the concentration of a colored analyte in solution in place of traditional spectrophotometric or colorimetric equipment. This paper extends this approach to quantifying the concentration of gold nanoparticles in a colloidal gold "dietary supplement". With the addition of free Google applications, the investigation provides a feasible, sophisticated lab experience and introduction to nanotechnology.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Analytical Chemistry Laboratory Instruction Physical Chemistry Nanotechnology Hands-On learning/Manipulatives internet/web-based learning UV-Vis Spectroscopy

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Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial

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JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 452-463页

作者： Jacobs, Danielle L. Dalal, Heather A. Dawson, Patricia H. Rider Univ Dept Chem Biochem & Phys Lawrenceville NJ 08648 USA Rider Univ Franklin F Moore Lib Lawrenceville NJ 08648 USA

The impetus to incorporate instruction on the efficient and responsible practice of chemical information literacy into the undergraduate chemistry curriculum has become exceptionally urgent. At Rider University, Chemical Information Instruction (CII) has accordingly evolved from face-to-face sessions into online modules to embed information literacy skills into an Organic Chemistry II course. Through multiple methods of evaluation and assessment of student learning, the e-tutorial grew from a series of seven modules narrated by the science librarian, hosted on the University Libraries intranet, and created with labor intensive e-learning authoring software, into a series of 14 modules complete with detailed storyboards, narrated by the Organic Chemistry professor, hosted freely on the internet, and created with simpler user-friendly software. This article describes the technological development, feedback-driven revisions, and assessment of student learning outcomes of this virtual tutorial series, while a companion article in this Journal addresses the execution and assessment of an accompanying capstone research report.

关键词： Second-Year Undergraduate Chemoinformatics Organic Chemistry Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Testing/Assessment Standards National/State Student-Centered learning

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Providing Students with Interdisciplinary Support To Improve Their Organic Chemistry Posters

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JOURNAL OF CHEMICAL EDUCATION 2016年第1期93卷 93-97页

作者： Widanski, Bozena Thompson, Jo Ann Foran-Mulcahy, Katie Abafo, Amy Univ Cincinnati Clermont Coll 4200 Clermont Coll Dr Batavia OH 45103 USA

A two-semester-long interdisciplinary support effort to improve student posters in organic chemistry lab is described. In the first semester, students' literature search report is supported by a workshop conducted by an Instruction Librarian. During the subsequent semester, a second workshop is presented by the Instruction Librarian, an English professor, and the Assistant Director of the college's learning Center. In that workshop, the students are shown PowerPoint applications to enable them to produce digital posters. They also learn the conventions of scientific poster layout and design, scientific writing style, use of graphics, and correct ACS documentation. The interdisciplinary support culminates in a poster competition at the end of the second semester. The digital posters created not only exemplify professional scientific design and content;they are also easily transported, presented, and stored and eliminate the expense of printed posters.

关键词： General Public First-Year Undergraduate/General Second-Year Undergraduate Interdisciplinary/Multidisciplinary Communication/Writing Student-Centered learning internet/web-based learning

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Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory

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JOURNAL OF CHEMICAL EDUCATION 2016年第1期93卷 141-145页

作者： Jordan, Jeremy T. Box, Melinda C. Eguren, Kristen E. Parker, Thomas A. Saraldi-Gallardo, Victoria M. Wolfe, Michael I. Gallardo-Williams, Maria T. N Carolina State Univ Dept Mat Sci Engn Raleigh NC 27695 USA N Carolina State Univ Dept Chem Raleigh NC 27695 USA N Carolina State Univ Dept Biol Raleigh NC 27695 USA Chesapeake Bay Reg Governors Sch Warsaw VA 22572 USA Guilford Coll Dept Theatre Studies Greensboro NC 27410 USA

Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After providing selected lab sections with either video or TA lab instruction, student participants were given an assessment to evaluate the effectiveness of each presentation. Videos were found to prepare students for lab more effectively, with an average of 17% more students answering questions correctly after watching the video than after receiving TA instruction. Additionally, according to direct observations, students were 37% less likely to require TA assistance during the lab when presented with video instruction. By providing students with short and concise student-generated video instructions, students in the observed courses were able to be more independent throughout the lab and perform better than students who had received TA instruction alone.

关键词： Second-Year Undergraduate Organic Chemistry Collaborative/Cooperative learning internet/web-based learning Multimedia-based learning Instrumental Methods Laboratory Equipment/Apparatus Student-Centered learning TA Training/Orientation Computer-based learning

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A Coin-Flipping Analogy and web App for Teaching Spin-Spin Splitting in ¹H NMR Spectroscopy

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JOURNAL OF CHEMICAL EDUCATION 2016年第8期93卷 1478-1482页

作者： Azman, Adam M. Esteb, John J. Butler Univ Dept Chem Indianapolis IN 46208 USA

A coin-flipping analogy and free corresponding web app have been developed to facilitate student understanding of the origins of spin spin splitting. First-order splitting patterns can easily be derived and understood. "Complex" splitting patterns (e.g., doublet of quartets), are easily incorporated into the analogy. A study of the efficacy of the analogy/web app vs traditional lecture showed that the analogy worked as well as traditional lecture for overall NMR analysis, and better than traditional lecture for understanding the origins of splitting and why a signal has a given shape and peak-height ratio. The web app is freely available online, as discussed in the report.

关键词： Second-Year Undergraduate Organic Chemistry Analogies/Transfer internet/web-based learning NMR Spectroscopy

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