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Using Wikis To Develop Collaborative Communities in an Environmental Chemistry Course

JOURNAL OF CHEMICAL EDUCATION 2015年第1期92卷 86-89页

作者： Pence, Laura E. Pence, Harry E. Univ Hartford Dept Chem Hartford CT 06117 USA SUNY Coll Oneonta Dept Chem & Biochem Oneonta NY 13820 USA

Group construction of wilds in an environmental chemistry course provided an effective framework for students to develop and to manage collaborative communities, characterized by interactive projects designed to deepen learning. A sequence of assignments facilitated improvement of the students' wild construction and editing skills and these activities additionally spread the workload throughout the semester. Because the student groups selected their own topic for each assignment, the wilds provided some opportunity for students to personalize their course content. The ability to track multiple versions of the wild allowed the instructor to observe the development of the final product and to attribute contributions to each individual student uniquely, a common concern regarding group work. Links created among the multiple wild pages lent cohesion to the multiple assignments, created connections between groups, and unified the semester-long course content. The authors acknowledge the use of the graphic from http://***/*** (accessed Sep 2014) for the table of contents image.

关键词： First-Year Undergraduate/General Graduate Education/Research Chemoinformatics internet/web-based learning Computer-based learning Student-Centered learning Professional Development

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Making Sense of Students' Actions in an Open-Ended Virtual Laboratory Environment

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JOURNAL OF CHEMICAL EDUCATION 2015年第4期92卷 610-616页

作者： Gal, Ya'akov (Kobi) Uzan, Oriel Belford, Robert Karabinos, Michael Yaron, David Carnegie Mellon Univ Dept Chem Pittsburgh PA 15213 USA Ben Gurion Univ Negev Dept Informat Syst Engn IL-84105 Beer Sheva Israel Univ Arkansas Dept Chem Little Rock AR 72204 USA

A process for analyzing log files collected from open-ended learning environments is developed and tested on a virtual lab problem involving reaction stoichiometry. The process utilizes a set of visualization tools that, by grouping student actions in a hierarchical manner, helps experts make sense of the linear list of student actions recorded in a raw log file. Such analysis of an initial set of log files is then used to develop a rule-based system that can automatically classify the problem-solving strategies being engaged in by the students. The strategies assigned by the resulting rule-based system compare well with strategy codes assigned by experts.

关键词： First-Year Undergraduate/General High School/Introductory Chemistry Chemical Education Research Computer-based learning Inquiry-based/Discovery learning internet/web-based learning Stoichiometry

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A General Chemistry Assignment Analyzing Environmental Contamination for the DePue, IL, National Superfund Site

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JOURNAL OF CHEMICAL EDUCATION 2015年第4期92卷 638-642页

作者： Gomez, Sarah A. Saslow Faurie-Wisniewski, Danielle Parsa, Arlen Spitz, Jeff Spitz, Jennifer Amdur Loeb, Nancy C. Geiger, Franz M. Northwestern Univ Dept Chem Evanston IL 60208 USA Groundswell Educ Films Chicago IL 60603 USA Northwestern Univ Environm Advocacy Ctr Sch Law Chicago IL 60611 USA

The classroom exercise outlined here is a self-directed assignment that connects students to the environmental contamination problem surrounding the DePue Superfund site. By connecting chemistry knowledge gained in the classroom with a real-world problem, students are encouraged to personally connect with the problem while simultaneously developing skills in data management and interpretation. Designed for first-year undergraduate, general chemistry students, each of the four primary exercises builds upon the skills developed in those before it. This approach makes it easy to tailor this assignment to the needs of individual classrooms. This assignment was given as the first laboratory course assignment to a pilot group of 178 general chemistry undergraduate students at Northwestern University. Students enrolled in this course had already completed the first of two accelerated general chemistry courses. Over 75% of students scored in the 85% to 100% grade range, illustrating that the majority of students who completed this assignment demonstrated a high level of comprehension.

关键词： Interdisciplinary/Multidisciplinary Environmental Chemistry First-Year Undergraduate/General Inquiry-based/Discovery learning internet/web-based learning Communication/Writing Public Understanding/Outreach Applications of Chemistry Laboratory Instruction Geochemistry

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Using First-Person Perspective Filming Techniques for a Chemistry Laboratory Demonstration To Facilitate a Flipped Pre-Lab

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1518-1521页

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

The current model of flipped classroom ensures that learning is not being restricted to the brick and mortar setting. Lessons can be conducted anywhere, anytime, as long as there is a good internet connection. Most of the flipped classroom and e-lectures are videos recording Power Point slides with a human voice as the audio instruction. In laboratory teaching, flipped pre-lab is not typical. The closest it gets is the filming of laboratory demonstration using a handheld camcorder. How can we captivate the audience in a manner that will make it an even more realistic demonstration? The application of a small device, Go Pro camera, empowers the demonstrator to teach his students with a new perspective.

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

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An Organic Chemistry Exercise in Information Literacy Using SciFinder

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JOURNAL OF CHEMICAL EDUCATION 2015年第4期92卷 668-671页

作者： Swoger, Bonnie J. M. Helms, Eric SUNY Coll Geneseo Milne Lib Geneseo NY 14454 USA SUNY Coll Geneseo Dept Chem Geneseo NY 14454 USA

Working collaboratively, chemistry faculty members and librarians developed an exercise to introduce students in a large organic chemistry course to SciFinder and the chemical literature. Students learn fundamental concepts about the nature of the scientific literature through preclass readings, a preclass assignment, and an in-class discussion. Once students are familiar with several types of scientific literature (research articles, review articles, news articles) and peer review, they can more effectively search SciFinder to find scientific information. During class, students explore chemical data (including spectra) and learn to use SciFinder's natural language interface for searching the chemical literature. Assessment results demonstrated that students were learning about SciFinder for the first time and were impressed with the information available. Students were also successful at distinguishing between article types and recalling several methods of searching SciFinder.

关键词： Second-Year Undergraduate Organic Chemistry internet/web-based learning Enrichment/Review Materials

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ConfChem Conference on Flipped Classroom: Improving Student Engagement in Organic Chemistry Using the Inverted Classroom Model

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JOURNAL OF CHEMICAL EDUCATION 2015年第9期92卷 1577-1579页

作者： Rossi, Robert D. Rowan Coll Gloucester Cty STEM Div Sewell NJ 08080 USA

Improving student engagement in STEM (science, technology, engineering, and mathematics) courses generally, and organic chemistry specifically, has long been a goal for educators. Recently educators at all academic levels have been exploring the "inverted classroom" or "flipped classroom" pedagogical model for improving student engagement in subjects spanning the fields from liberal arts to business studies to science and technology. This learner-centered pedagogy, in which course content is delivered outside the classroom, allows class time to be more productively used for higher-level engaging activities, such as collaborative and problem: based learning through instructor-led applications of the material delivered outside of class. The techniques used and the technology employed to deliver an inverted two-semester organic chemistry classroom at Rowan College at Gloucester County along with preliminary student performance data versus the traditional lecture classroom format are presented. This communication summarizes one of the invited papers to the ConfChem online conference Flipped Classroom, held from May 9 to June 12, 2014, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

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

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Mixed-Methods Study of Online and Written Organic Chemistry Homework

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JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1804-1809页

作者： Malik, Kinza Martinez, Nylvia Romero, Juan Schubel, Skyler Janowicz, Philip A. Calif State Univ Fullerton Dept Chem & Biochem Fullerton CA 92831 USA

Connect for organic chemistry is an online learning tool that gives students the opportunity to learn about all aspects of organic chemistry through the ease of the digital world. This research project consisted of two fundamental questions. The first was to discover whether there was a difference in undergraduate organic chemistry content knowledge between students at a public institution who complete homework assignments online and those who complete homework assignments on paper. The second was to determine what kind of effect online homework had on student learning. Courses were designated at random to perform either online homework or traditional homework. At the end of the semester, students were asked to fill out a survey regarding their thoughts on the homework method used for their course. Students' exam grades were then analyzed. Students who utilized the Connect homework program did significantly better than those who completed traditional homework (p < 0.006, n = 112). The ACS average exam percentile score for sections using online homework was higher, 59.5, than those who used paper homework, 45.9. From the surveys, students mentioned that feedback and ease of use were the primary advantages to the online homework system.

关键词： Chemical Education Research Second-Year Undergraduate Organic Chemistry internet/web-based learning Constructivism Student-Centered learning

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Integrating Particulate Representations into AP Chemistry and Introductory Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2014年第9期91卷 1291-1298页

作者： Prilliman, Stephen G. Oklahoma City Univ Dept Chem Oklahoma City OK 73106 USA

The College Board's recently revised curriculum for advanced placement (AP) chemistry places a strong emphasis on conceptual understanding, including representations of particle phenomena. This change in emphasis is informed by years of research showing that students could perform algorithmic calculations but not explain those calculations using particulate representations. This article provides a discussion of particulate representations in chemistry and specific examples of ways to introduce particulate representations to students and to integrate them throughout the AP chemistry or any introductory chemistry course. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement chemistry course redesign.

关键词： High School/Introductory Chemistry First Year Undergraduate/General Curriculum internet/web-based learning Standards National/State

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***: A Free, Student-Driven Organic Chemistry Nomenclature learning Tool

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JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1855-1859页

作者： Flynn, Alison B. Caron, Jeanette Laroche, Jamey Daviau-Duguay, Melissa Marcoux, Caroline Richard, Gisele Univ Ottawa Dept Chem Ottawa ON K1N 6N5 Canada Univ Ottawa Ctr eLearning Teaching & Learning Support Serv Ottawa ON K1N 6N5 Canada Univ Ottawa Ottawa ON K1N 6N5 Canada

Fundamental to a student's understanding of organic chemistry is the ability to interpret and use its language, including molecules' names and other key terms. A learning gap exists in that students often struggle with organic nomenclature. Although many resources describe the rules for naming molecules, there is a paucity of resources available to actively and independently practice naming and drawing molecules and receiving feedback;plus, many of these resources are of low quality. Furthermore, students often do not see the real-life applications of the molecules they are naming. Our team created *** to respond to the learning gap and the lack of quality resources and to provide a link to real-life applications. This web site hosts a free, interactive, online, bilingual (English/French) learning tool that draws from a bank of almost 1000 questions. This online learning tool is student-driven;it allows students to tailor their learning to their needs by creating customized nomenclature quizzes and providing immediate feedback. *** has three key learning objectives;after working through the quizzes and other learning supports, students can (i) identify functional groups in a given molecule, (ii) name a molecule, given its structure, and (iii) draw a molecule, given its name. The learning tool is designed for high school chemistry and introductory organic chemistry courses. Students can use the tool independently or based on specific recommendations from their instructor;additionally, instructors could generate and print quizzes to use as part of their course assessment.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate Organic Chemistry internet/web-based learning Distance learning/Self Instruction Applications of Chemistry Testing/Assessment Nomenclature/Units/Symbols Student-Centered learning

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A Study of High School Students' Performance of a Chemistry Experiment within the Virtual World of Second Life

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JOURNAL OF CHEMICAL EDUCATION 2014年第9期91卷 1432-1438页

作者： Winkelmann, Kurt Scott, Matthew Wong, Deborah Florida Inst Technol Dept Chem Melbourne FL 32901 USA Sch Sci & Technol San Antonio TX 78209 USA

A small group of high school students performed a virtual laboratory experiment in Second Life that mimicked a real experiment in both its appearance and procedure. Lab report grades were equivalent to report grades for hands-on experiments, and the quality of students' results was similar. Results of an attitudinal survey show that students expressed similarly favorable views of the hands-on and virtual experiments, and they found that report writing was equally challenging for both types of experiments. The virtual experiment required significantly less time to complete. The quality of the students' results and their responses to the survey demonstrate that a laboratory exercise in Second Life may be a feasible alternative to an experiment in a real laboratory setting.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Curriculum Laboratory Instruction Computer-based learning Kinetics Rate Law Oxidation/Reduction internet/web-based learning

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