Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design

Bruehl, Margaret; Pan, Denise; Ferrer‐Vinent, Ignacio J.

doi:10.1021/ed500412z

Cited by 53 publications

(60 citation statements)

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“…Para ello se pasa de una metodología de clases magistrales a una más centrada en el aprendizaje desarrollada por el mismo profesorado, a partir del rediseño del curso, utilizando planteamientos de resolución de problemas en grupo así como elementos de evaluación formativa y autoevaluación. Bruehl, Pan & Ferrer-Vinent (2014) reestructuraron un curso de química para alumnos de primero, que tenían que plantearse una cuestión significativa, investigar para encontrar respuestas y comunicar los resultados a audiencias expertas y novatas, utilizando literatura científica para desarrollar el pensamiento crítico y la habilidad de resolver problemas. La evaluación de las actitudes de los alumnos y de sus creencias respecto a la bondad de la experiencia fue positiva.…”

Section: │20unclassified

Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje

López

Pérez

Verde-Peleato

et al. 2017

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Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizajeLearning styles among university students and learning-centered teaching Gargallo-López, Bernardo (1) ; Pérez-Pérez, Cruz (1) ; Verde-Peleato, Irene(1) & García-Félix, Eloïna (2) (1) Universidad de Valencia (España);(2) Universidad Politécnica de Valencia (España) AbstractThe aim of this work was to assess the impact of learning-centered methods, implemented by four professors into the learning styles of some students on the Educational Processes and Contexts, a course of the Master's Degree in Secondary Education Teaching at the University of Valencia (Spain). Another aim was to analyze the students' assessment employed methods. The sample included 117 subjects from this Master's Degree in 2014-15, divided into four groups from four different specialties. A quasiexperimental design was used along with pre-test/post-test measures with the ILS (Inventory of Learning Styles) questionnaire (Vermunt, 1994). Students also assessed the methods used by their professors with a quantitative questionnaire. The professors followed learning-centered methods with different methodological formats with the four groups. Significant improvements were found in many of the variables measured by the questionnaire (deep learning, self-regulation, personal interested-based learning direction, using knowledge, cooperation, etc.) in the four student groups, and the pre-test/post-test differences were bigger in groups 1 and 4 than in groups 2 and 3. The inter-group comparisons reflected significant differences in the pre-test among all four groups, which did not appear in the post-test so all the groups were equal after applying the learning-centered methods. The students positively assessed the used methods. The results confirmed the positive influence of learning-centered methods on students' learning styles and provided some ideas to improve teaching-learning processes with university students. Keywords:Student centered learning, Learning styles, Deep learning, Self-regulation, University students. Reception Date ResumenEl objetivo de este trabajo era valorar el impacto de los métodos centrados en el aprendizaje, implementados por cuatro profesores/as, en los estilos de aprendizaje de los alumnos de la asignatura de Procesos y Contextos Educativos en el Máster de Educación Secundaria de la Universidad de Valencia. También se pretendía analizar la valoración del alumnado sobre los métodos utilizados. La muestra fue de 117 estudiantes, que cursaban estos estudios durante el curso 2014-15, repartidos en cuatro grupos de cuatro especialidades diferentes. Se usó un diseño cuasiexperimental, con medidas de pretest/postest, mediante el cuestionario ILS (Learning Styles Inventory) de Vermunt (1994); además, el alumnado valoró los métodos utilizados por sus profesores mediante un cuestionario cuantitativo. Los profesores utilizaron métodos centrados en el aprendizaje con diferentes formatos metodológicos en los cuatro grupos. Se constataron me...

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Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje

López

Pérez

Verde-Peleato

et al. 2017

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“…While the impact of ICT use on students' achievement in science has been studied quite often (Luu & Freeman, 2011;Delen & Bulut, 2011;Kubiatko & Vlckova, 2010;Aypay, 2010;Petko, Cantieni, & Prasse, 2016), there has been little research of the relationship between IL and SL. A few studies (Todd, 1995;Bruehl, Pan, & Ferrer-Vinent, 2015;Jensen, Narske, & Ghinazzi, 2010) have focused on the inclusion of IL instruction in the science curriculum and its effects on academic performance. However, there have been no attempts to explore whether the IL level of students (prior to instruction) depends on their general SL level.…”

Section: Il and Scientific Literacy (Sl)mentioning

confidence: 99%

Does the Information Literacy of University Students Depend on their Scientific Literacy?

Podgornik

Dolničar

Glažar

2017

EURASIA J MATH SCI T

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Information literate students with a good understanding of science are regarded as an important pool of future successful professionals. The study explored correlations between the information literacy (IL) and scientific literacy (SL) of university students and analysed their achievements according to Bloom's cognitive categories of remembering, understanding and applying knowledge. A theoretical connection between IL standards and SL competencies was exposed. An information literacy test and a science literacy test, derived from the PISA 2006 science scale, were used for assessment. The results showed a significant moderate positive correlation between students' SL and IL. Students with a better understanding of science were more successful in all three cognitive levels of IL, and students with higher SL scores were better in the application of IL knowledge. A specialised credit-bearing IL course with active learning significantly improved the IL level of all students, most notably in applying IL knowledge, and thus reduced the initial IL disparities between students with low and high SL. The study brought the realisation that the IL of university students depends on their SL obtained in previous education; however, a welldesigned university IL course contributes towards higher cognitive levels of IL for all students.

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“…We might generalize this comment by suggesting that it is the web environment, and in particular the plethora of diverse sources and the appeal of general search engines, w3#23,&%W(#&%0,H7d,$),>'40)&4?,<%*%&'",#*-)&. '$#)*, literacy concepts and along with the subject-specific issues in a way not needed in the past; see Bruehl, Pan and FerrerVincent [44] for an example of CIL training on this basis. This is certainly not to be taken as meaning that the subjectspecific issues and knowledge are of any less significance than they can be shown to have been throughout the period.…”

Section: F@ !A:+"(5+mentioning

confidence: 99%

‘An intensity around information’: the changing face of chemical information literacy

Bawden

Robinson

2016

Journal of Information Science

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Indeed, Zass [3, p. 946] reminds us that problems in practitioner use of chemical information are long-standing: "sometimes it is forgotten that these 'old times' were not as good as they now seem to be, due to the fact that many chemists lacked appropriate instruction in doing these manual searches. as they now often lack knowledge and experience to make the best use of present databases." The purpose of this paper is to examine the development of the idea of chemical information literacy over time, from the early times before the concept was described in those terms. One intention is to identify which aspects of chemical information literacy have remained constant over time, and which have emerged, disappeared, or changed with changing technologies and changing information environments. A second intention is to identify those aspects which are specific to the domain of chemistry, and those which are generic information literacy concepts which happen to appear in chemistry as in other domains. This latter is a contribution to the long-standing and on-going debate about how far there can be a generic information literacy, and how much it must always be context and subject dependent [4]. A third intention is to identify any threshold concepts of information literacy which may relate specifically to the chemistry domain. While this issue is of particular importance to academic librarians, who have been in the forefront of developing the theory and practice of information literacy, it is relevant to all information specialists dealing with subject-specific materials. Permanent repository link:

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Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design

Cited by 53 publications

References 16 publications

Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje

Estilos de aprendizaje en estudiantes universitarios y enseñanza centrada en el aprendizaje

Does the Information Literacy of University Students Depend on their Scientific Literacy?

‘An intensity around information’: the changing face of chemical information literacy

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