The University of Michigan Undergraduate Chemistry Curriculum 2. Instructional Strategies and Assessment

Coppola, Brian P.; Eǧe, Seyhan N.; Lawton, Richard

doi:10.1021/ed074p84

Cited by 57 publications

(38 citation statements)

References 24 publications

(24 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Specifically in organic chemistry, Coppola, Ege, and Lawton () have used concept maps as an assessment tool to gauge student learning between two instructional conditions. A randomly selected group of students enrolled in a novel instructional course ( n = 22) and a traditional lecture course ( n = 20) completed concept maps on the concepts and practices used to identify an unknown chemical material.…”

Section: Background Literaturementioning

confidence: 99%

Ethnically diverse students' knowledge structures in first‐semester organic chemistry

et al. 2014

View full text Add to dashboard Cite

Chemistry courses remain a challenge for many undergraduate students. In particular, firstsemester organic chemistry has been labeled as a gatekeeper with high attrition rates, especially among students of color. Our study examines a key factor related to conceptual understanding in science and predictive of course outcomes-knowledge structures. Previous research on knowledge structures has focused on differences between experts and novices. Given the increasing ethnic diversity of college classrooms and research indicating unique differences in certain higher order cognitive processes associated cultural practices and ethnicity, it is important to investigate whether similar patterns exist with respect to knowledge structures. Our study utilized concept maps to measure knowledge structures. Two separate analyses where performed to determine whether or not ethnically diverse students' organize their knowledge of organic chemistry content in structurally different ways. The first analysis utilized concept map proposition scoring to examine the influence of prior science achievement and ethnicity on knowledge structures. The second analysis examined holistic map structures to determine whether or not ethnically diverse students show qualitatively distinct structures overall. Results show significant mean differences on concept map proposition scores related to both prior science achievement and ethnic group membership. However, examination of holistic structures revealed that students' qualitative holistic structures did not vary by ethnic group membership. Taken together, our findings suggest that variation in students' knowledge structures are related to prior science achievement across ethnic groups, not qualitative differences in the ways ethnically diverse students' structure knowledge. Implications for teaching and learning in organic chemistry are discussed. #

show abstract

Section: Background Literaturementioning

confidence: 99%

Ethnically diverse students' knowledge structures in first‐semester organic chemistry

et al. 2014

View full text Add to dashboard Cite

show abstract

“…These authors also triangulate their interviews with the students with additional data derived from understanding the learning environment in which this development takes place. Implications for improving the transition at the undergraduate level towards a more legitimate participation in the discipline include the explicit connection with the primary literature in the design of undergraduate research and textbooks, which is aligned with earlier work on examinations (Coppola, Ege, & Lawton, ).…”

Section: Article1: Culturing Reality: How Organic Chemistry Graduate mentioning

confidence: 94%

Discipline‐centered post‐secondary science education research: Distinctive targets, challenges and opportunities

Coppola

Krajcik

2014

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

“…Coppola et al 7 support the idea that students construct their understanding by forming interconnections among ideas. In essence, learning is something the student does, not something that is done to them.…”

Section: ) Providing Motivationmentioning

confidence: 98%

“…Coppola et al 7 suggests examinations should use authentic problems to elicit authentic skills. Although they may be difficult to formulate, authentic problems eliminate the student's ability to memorize solution tricks.…”

Section: ) Providing Motivationmentioning

confidence: 99%

“…An important requirement to facilitate meaningful learning is that the student chooses to attach new material to existing related knowledge rather than merely adopting an arbitrary framework for memorizing the material in a verbatim fashion. 5,7 It is our thesis that integrated curricula increase the probability that students will value material by linking what often seem to be disjointed pieces of information. For example, if the student makes a knowledge framework connection for a mathematics concept, and a physics concept is related to the mathematics, the student could potentially connect the physics alone to the framework or could connect the physics concept to the mathematics concept.…”

Section: ) Providing Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Integrated Curricula: Purpose and Design

Everett

Imbrie

Morgan

2000

J of Engineering Edu

View full text Add to dashboard Cite

This paper has two objectives: 1) to define, describe, and discuss integrated programs and their advantages with regard to student and faculty outcomes, as well as student retention; and 2) to describe a design process used to successfully develop and deploy an integrated first year curriculum. This paper details the results of the design process and the content of the first year integrated program implemented by the College of Engineering at Texas A&M University. The curriculum integrates the first year components of calculus, chemistry, engineering graphics, English, physics, and problem solving.

show abstract

The University of Michigan Undergraduate Chemistry Curriculum 2. Instructional Strategies and Assessment

Abstract: Strategies and assessment for teaching undergradutate chemistry.

Cited by 57 publications

References 24 publications

Ethnically diverse students' knowledge structures in first‐semester organic chemistry

Ethnically diverse students' knowledge structures in first‐semester organic chemistry

Discipline‐centered post‐secondary science education research: Distinctive targets, challenges and opportunities

Integrated Curricula: Purpose and Design

Contact Info

Product

Resources

About