Comparison of learning in two context-based university chemistry classes

Sevian, Hannah; Hugi‐Cleary, Deirdre; Ngai, Courtney; Wanjiku, Florence; Baldoria, Jesse Mhel

doi:10.1080/09500693.2018.1470353

Cited by 22 publications

(36 citation statements)

References 45 publications

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“…Recent works indicate that using real contexts, based on everyday life, motivates and favors the learning of specialized chemistry vocabulary among the students. 42,43 An interesting improvement on the attitudes can be inferred from all the tendencies obtained by the attitude surveys (Figure 3). These results clearly hold the importance of the Chemistry Festivals as a strategy of informal learning with high capacity to attract people's attention and change the attitudes of the public toward chemistry.…”

Section: Attitudes Toward Chemistrymentioning

confidence: 85%

“…Although chemistry language may be considered an obstacle to the learning process, good language allows verbalizing and discussing chemical problems, helping interactions remain in the long term memory, and enhancing the comprehension of phenomena. Recent works indicate that using real contexts, based on everyday life, motivates and favors the learning of specialized chemistry vocabulary among the students. , …”

Section: Results Of the Festivalmentioning

confidence: 99%

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Awakening Interest in Science and Improving Attitudes toward Chemistry by Hosting an ACS Chemistry FeSTiVAl in Bogotá, Colombia

Molina

Carriazo

2019

J. Chem. Educ.

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The American Chemical Society's Chemistry Festivals, or "Festivales de Qui ́mica," are community events where chemistry professionals, professors, teachers, and students use hands-on activities to engage the public and demonstrate how chemistry appears in our everyday life. The Chemistry Festival Organizers received training from the ACS, either on an individual basis or as part of larger groups. Several activities chosen by ACS volunteers, which reliably "work well" for engaging visitors during community events, were given. In 2017, the authors held a Chemistry Festival in Bogota, Colombia for Mole Day (Oct. 23, 2017). Fourteen activities were held, where more than 1000 people participated. Participants reported high opinions about each of the activities and gained a more positive attitude toward chemistry after participating in the event. The Chemistry Festival awakens interest in science and its role in our daily lives and also generates enthusiasm and motivation in scholars, students, and other volunteers. This report argues that funds for public hands-on activities are effective to improve people's attitudes toward chemistry and suggests that these kinds of programs should be guaranteed and even expanded.

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Section: Attitudes Toward Chemistrymentioning

confidence: 85%

Section: Results Of the Festivalmentioning

confidence: 99%

Awakening Interest in Science and Improving Attitudes toward Chemistry by Hosting an ACS Chemistry FeSTiVAl in Bogotá, Colombia

Molina

Carriazo

2019

J. Chem. Educ.

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“…Thus, the implementation of CBL is strongly suggested in the chemistry teaching in order to provide meaningful chemistry The PsCTs have a sufficient level of overall problem-solving skills for both, petroleum and polymer topics (see Table 1). CBL as the active learning approach provides the activities and reallife problems found by PsCT that benefi cial in order to develop their thinking skills, understand the context, and connect the context with scientific discourse (e.g., King & Henderson, 2018;Surif, Ibrahim, & Dalim, 2013;Sevian et al, 2018;Ultay & Calik, 2012). The implementation of CBL has opened the PsCT's insight on the important concepts needed to overcome automotive-related problems.…”

Section: Resultsmentioning

confidence: 99%

“…Eventhough the choice of appropriate contexts is crucial for CBL approaches to actually increase students' achievements (e.g., Sevian, Hugi-Cleary, Ngai, Wanjiku, & Baldoria, 2018;Broman et al, 2018), thus, choosing a context is relative to the circumstance of the study.…”

Section: Introductionmentioning

confidence: 99%

Exploring Pre-Service Chemistry Teachers’ Problem Solving Skills on Vocational Context-Based Learning

Wiyarsi¹,

Damanhuri

Fitriyana

2020

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Problem-solving skill is an important component in achieving a successful 21st-century learning system. This research aimed to explore Pre-service Chemistry Teacher’ (PsCT’) problem-solving skill after CBL (Context-based learning) implementation with vocational case on petroleum and polymer topic of chemistry. A descriptive study on the CBL implementation was adopted in this research. The study focused on the exploration of PsCT’ problem-solving skill. Through convenient sampling technique, the sample covered a total of 34 PsCT (10 males and 24 females) who enrolled in vocational chemistry course were selected in this study. The data of PsCT’ problem-solving skill were collected through Rubric for Problem-solving skill (RPSS). There were four aspects of problem-solving skill used in this research, namely problems identification skills, information collection skills, skills to provide possible solution, and skills of communicating the possible solution. These data were analysed according to descriptive quantity and one-way ANOVA technique. Three open-ended questions were used to explore PsCT’s view about the relevance, usefulness, and effectiveness of the CBL implementation. There was a significant difference on PsCT’ problems solving skills among petroleum and polymer topic. The result of this study indicated that PsCT’ problem-solving skill still in sufficient category. Hence, these skills should be improved especially on the skills to analyse the problem comprehensively and make an appropriate conclusion. The PsCT have positive view toward CBL implementation about the relevance, usefulness, and effectiveness. The implementation of CBL with vocational case is promising since it could improve PsCT’ problem-solving skills.

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“…This situation is amplified when dealing with physical chemistry, which often brings with it a perception of abstractness . Overcoming such challenges can be approached in a number of imaginative ways, but of these, context-based learning has achieved particular acclaim in STEM education. , At its core, context-based learning is designed to motivate students through the application of knowledge to real-world and/or vocationally relevant scenarios . It is a departure from the passive, content-centered approach, which has been repeatedly shown to have little lasting impact on the student experience. , An appreciation of this has led to the development of a number of novel approaches for teaching chemistry.…”

mentioning

confidence: 99%

Anesthesia as a Theme for Context-Based Learning in a Physical Chemistry Short Course

McPherson

Johnston

2022

J. Chem. Educ.

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Of the three main subdivisions in chemistry, physical chemistry often presents a challenge when delivered to those not majoring in chemistry or its cognate disciplines. This is, at least in part, due to the seemingly unrelatedness of the subject to students' anticipated career. We describe the redesign of a nested physical chemistry course for health science majors using a context-based learning approach. Each of the major themes of introductory physical chemistry (viz., gas laws, equilibrium, thermodynamics, kinetics, and electrochemistry) is taught and assessed using examples drawn from anesthesia. We summarize the motivations for this change and provide a range of examples demonstrating how basic physical chemistry can be related to anesthesia. The aim of this article is to provide instructors with interesting examples that they can incorporate either fully or in part into their curricula.

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Comparison of learning in two context-based university chemistry classes

Cited by 22 publications

References 45 publications

Awakening Interest in Science and Improving Attitudes toward Chemistry by Hosting an ACS Chemistry FeSTiVAl in Bogotá, Colombia

Awakening Interest in Science and Improving Attitudes toward Chemistry by Hosting an ACS Chemistry FeSTiVAl in Bogotá, Colombia

Exploring Pre-Service Chemistry Teachers’ Problem Solving Skills on Vocational Context-Based Learning

Anesthesia as a Theme for Context-Based Learning in a Physical Chemistry Short Course

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