Electrochemical
water oxidation is a major focus of solar energy conversion efforts.
A new laboratory experiment has been developed that utilizes real-time,
hands-on research to discover catalysts for solar energy conversion.
The HARPOON, or Heterogeneous Anodes Rapidly Perused for Oxygen Overpotential
Neutralization, experiment allows an array of mixed-metal oxide compositions
to be analyzed in parallel to test their activity as water oxidation
catalysts. Students create unique combinations of mixed-metal oxide
materials, which are then analyzed utilizing a simple, inexpensive
system that detects the amount of oxygen evolved during electrolysis.
This experiment has the flexibility to be implemented at a variety
of educational levels with the depth and breadth of the material covered
accordingly. Concepts such as stoichiometry, materials, solutions,
and fluorescence can be emphasized, while the research-like experience
strengthens students’ independence, critical-thinking skills,
and excitement for science. An online questionnaire was developed
to measure various effects of the experiment on students, including
learning gains, attitudes toward chemistry, and motivation to pursue
a career in scientific research. The assessment results indicate positive
gains for students in their understanding of the social nature of
scientific work, scientific literacy, and interest in pursuing additional
research opportunities.
This paper discusses a K−12/university collaboration in which students participated in a four-day scenario-based summer STEM (science, technology, engineering, and mathematics) camp aimed at making difficult scientific concepts salient. This scenario, Jumpstart STEM−CSI: Chocolate Science Investigation (JSCSI), used open-and guided-inquiry methods to generate meaningful student engagement for 33 rising 8th through 12th graders. This paper presents curriculum for the scenario; reports results from postevent survey data regarding students' self-reported gains in science motivation, science confidence, science knowledge, and students' associations with scientificallyminded social niches; and illustrates how a scenario can incorporate the use of skills and knowledge from many disciplines and make them relevant to student learning, providing a context for STEM literacy. Implications for science educators are discussed.
The U.S. educational system is undergoing rapid and substantial changes with many states grappling with the adoption of the Common Core State Standards in Mathematics (CCSSM). Important research questions remain unanswered regarding the potential efficacy of the CCSSM to improve student math performance compared with students around the globe. This article utilized TIMSS 2007 8th‐grade math assessment results and curricular frameworks to (1) measure the degree of overlap between the CCSSM and TIMSS standards, and (2) use this finding to create a predictive model to determine the potential efficacy of the CCSSM in improving the U.S. 8th‐grade student math performance compared with six culturally matched, TIMSS‐assessed countries, provinces, and states. Comparisons of CCSSM and TIMSS‐assessed jurisdictions show that the CCSSM holds many items in common with TIMSS‐assessed jurisdictions, but lacks rigor in some key areas. The CCSSM deficiencies include algebraic knowledge and problem solving at the 8th‐grade level, and are a significant detractor from the CCSSM when compared with TIMSS.
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