The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students’ Cognitive, Affective, and Psychomotor Learning

Enneking, Kory M.; Breitenstein, Graham R.; Coleman, Amelia F.; Reeves, J.H.; Wang, Yishi; Grove, Nathaniel P.

doi:10.1021/acs.jchemed.8b00637

Cited by 42 publications

(53 citation statements)

References 49 publications

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“…They also save time and money and reduce chemical waste. However, all authors recommend a careful approach to changes and further research. − As Hensen and Barbera mentioned, not only is students’ knowledge important in observing the impact of chemistry lessons, but students’ anxiety and emotional satisfaction, the usefulness of the lab and equipment, the instructor, etc. may also influence students’ affective outcomes more than the learning environment …”

Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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The COVID-19 lockout situation affected people all over the world. Despite all of the disadvantages, this situation offered new experiences and perspectives and pushed education advances forward as never before. Something that seemed to be unreal became a worldwide reality within a few days. Instructors of all subjects at all educational levels moved to a virtual environment instantly. Higher education institutions, universities, and colleges seemed to be fairly prepared for this situation. Unfortunately, primary and secondary schools, especially in eastern and central Europe, never considered distance education as a valuable alternative before, so they did not have software, hardware, and staff prepared for such a situation. Moreover, students’ expectations and dilemmas concerning e-learning were not investigated earlier in the context of obligatory subject education. Moving to the virtual environment was particularly challenging for teachers, who wanted to transfer real class experiences into online lessons since chemistry is based on problems, observations, evidence, and experiments. Often, teachers claimed that they could be more efficient if they had knowledge, skills, and proper equipment to run classes online. This paper presents experiences of secondary chemistry teachers from Slovakia, participants in the IT Academy Project, who earlier, within the framework of the project, were equipped with the necessary skills and tools to run virtual classes, supported with data logging experiments. In this communication, the teachers’ efforts using online experimental practices are described, as well as reflections by their students about the experiences.

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Section: Introductionmentioning

confidence: 99%

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Babinčáková

Bernard

2020

J. Chem. Educ.

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“…There is a shift in educational culture to bring more open‐ended opportunities into teaching labs 1 . This can be seen in recent publications about course‐based undergraduate research in many areas of biology and chemistry 2–8 . Many instructors have been doing this in BMB lab courses for years.…”

Section: Figurementioning

confidence: 99%

“…1 This can be seen in recent publications about course-based undergraduate research in many areas of biology and chemistry. [2][3][4][5][6][7][8] Many instructors have been doing this in BMB lab courses for years. Some things remain the same, but some things change.…”

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confidence: 99%

Something old, something new: Teaching the BMB lab

Craig

2020

Biochem Molecular Bio Educ

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Lab courses are a significant component of biochemistry and molecular biology (BMB) education. In teaching the labs, we combine established techniques with novel approaches. Lab formats have also moved from traditional cookbook style labs to guided inquiry to course-based undergraduate research experiences (CUREs), where faculty bring their own research interests into the course setting with a larger number of students in a much more restricted time frame. This presentation is designed to explore some of these ideas and challenge the reader to introduce research opportunities to all students, not just the smaller group of students in their research labs. K E Y W O R D S computational biology, computers in research and teaching, enzymes and catalysis, genomics proteomics bioinformatics, integration of research into undergraduate teaching, laboratory exercises, molecular visualization, new course development

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“…One of the objectives of the assessment is to enable students to actively monitor and manage their learning processes (Xiao & Yang, 2019). Learning outcomes are changes that occur in students, both concerning cognitive, affective, and psychomotor aspects (Enneking et al, 2019).…”

Section: Learning Outcomesmentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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The Evaluation of a Hybrid, General Chemistry Laboratory Curriculum: Impact on Students’ Cognitive, Affective, and Psychomotor Learning

Cited by 42 publications

References 49 publications

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Online Experimentation during COVID-19 Secondary School Closures: Teaching Methods and Student Perceptions

Something old, something new: Teaching the BMB lab

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

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