Undergraduate Chemistry Education A Workshop Summary (2014) / Chapter Skim
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3 Innovations and Barriers
3 Innovations and Barriers
Pages 15-26
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From page 15... ...
Last, how the on Science Education. The DBER report also stresses the design of exams can influence how and what students learn importance of prior knowledge as an obstacle to teaching in their chemistry classes was discussed by Angelica Stacy chemistry.
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From page 16... ...
He added, too, that the ACS Exams Institute has the resources Assessment is critical for the final two stages. But, Holme to build assessment tools to help those who are developing cautioned, each of these stages takes place in a social system educational innovations, but that it will take time to develop that is not exchangeable and not particularly amenable.
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From page 17... ...
The reformed course did not college courses: learning in context, group-based learning, appear to affect the achievement gap for targeted students, increased time on a task, increased frequency of feedback, the fraction of adverse outcomes, or performance on comand a positive classroom climate (Brower 2009, Cabrera mon final exam questions or the essay question. Students and La Nasa 2005, Treisman and Surles 2001, University in the reform sections did perceive a greater emphasis on of Wisconsin–Madison 2013)
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From page 18... ...
Their goal is not to recruit more chemistry majors, past experience, and so it is largely meaningless symbols and said Anderson, but to develop a chemistry curriculum that is evolving to keep more students engaged in the physical sciences as a whole and to make the rest of the student population more aware of and appreciative of the physical sciences. The reason for that emphasis, he explained, is that the physical sciences are playing a central and critical role in solving the major problems facing human civilization today.
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FIGURE 3-3 Linking concepts to context is the guiding principle for a new introductory physical science course taught at Harvard University. SOURCE: James Anderson.
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As an example, he discussed a case study on TODAY'S STUDENTS AND TOMORROW'S LEADERS: high fructose corn syrup that was used to teach carbohydrate INTEGRATED CONCENTRATION IN SCIENCE chemistry. The case study started with two articles in the The motivating factor behind Scott Auerbach's involve- popular press, one in 2010 that reported on a study showing ment in science education reform is that he does not believe that high fructose corn syrup promotes weight gain, the other that the nation is training its students to succeed in the 2 years later purporting that high fructose corn syrup is no important areas of science that are crucial to the future of worse than table sugar.
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From page 21... ...
on their performance in the class, and so the program has After declaring his support for this type of program, John included more opportunities for feedback. Auerbach noted Kozarich of AxtiveX Bioscience asked about the rigor of the that the response signature of the assessments has been education that the iCons students receive.
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From page 22... ...
offered, he goes online himself most mornings and answers Michael Cima has now adapted this course, which has been student questions. He noted, though, that the unpaid comoffered as an option for meeting MIT's general instructional munity teaching assistants, who are people taking the class chemistry requirements since the 1970s, to serve as a MOOC in locations worldwide, have been an amazing resource.
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From page 23... ...
What he likes about the edX format is that it is based on an open-source system and developers are taking advantage of that to develop assessment tools for community use. DEALING WITH RISK, FAILURE, AND UNCERTAINTY The challenge that Jeffrey Moore is tackling at the University of Illinois with his instructional experimentation is to center instruction on the individual learner in what he called the "kilostudent" organic chemistry classroom consisting of a diverse set of nonchemistry majors who, in most cases, are FIGURE 3-5 Learning through experiences that mimic the real taking their last formal course in chemistry.
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From page 24... ...
Because the students are develop- professional scientific skills, and it appears to produce gains ing and refining their solutions online, the computer can in literature searching, scientific writing, and critical reading, track the progress they are making toward the solution. though there is evidence that sustaining these gains requires When plotted, these data provide a picture of how the what he called a "super teaching assistant" or an intensely exam is going and how each student is doing in real time devoted instructor.
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From page 25... ...
The students reported that they made changes to leader in education, who said that the way most classes are their study habits because the exam questions made them taught today is turning education into "hours of low-grade apply what they were learning -- they could not memorize clerical work." Stacy is optimistic that this sorry state can change because 4 of the new climate of possibilities that starts with the Next The NGSS are new K-12 science standards to provide students an internationally benchmarked science education. The NGSS are based on the NRC report Framework for K-12 Science Education (NRC 2011a)
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From page 26... ...
Sarah Green from the Michigan Techhow to control variables when comparing different pieces of nology University commented that it will be interesting to see data. She and her colleagues have designed their chemistry what the impact will be of the NGSS, which stress concepts curriculum around core ideas in chemistry that are similar to and problem solving as opposed to rote memorization, as those in the Next Generation of Science Standards: matter, those students enter the undergraduate chemistry curriculum.
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