Building Data and Information Literacy in the Undergraduate Chemistry Curriculum

Shorish, Yasmeen; Reisner, Barbara A.

doi:10.1021/bk-2016-1232.ch002

Cited by 4 publications

(5 citation statements)

References 56 publications

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“…The first step in the undergraduate's science training should be a reappraisal of their information literacy skills. 8 Once the information from reliable sources is obtained, the next step is to Organize the information to provide a framework of understanding or knowledge. One of the best pedagogical tool is a 'graphic organizer', a visual aid to relate information in an easily remembered format.…”

Section: • New System For Inducing Knowledgementioning

confidence: 99%

Grids to Illustrate Induction and Resonance Effects: Aromatic Acidity and Basicity

Lamoureux¹,

Árias-Alvarez²

2020

Preprint

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The effect of substituents on the acidity of benzoic acids and anilines has been organized in grids to demonstrate the inductive and resonance effects. The relation between structure and pKa is emphasized by a new educational process: the Search-Organize-Predict (SOP) procedure. • KEYWORDSAdvanced undergraduate, organic chemistry for chemistry majors, acid/base chemistry, resonance effects, inductive effects, benzoic acid, aniline

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Section: • New System For Inducing Knowledgementioning

confidence: 99%

Grids to Illustrate Induction and Resonance Effects: Aromatic Acidity and Basicity

Lamoureux¹,

Árias-Alvarez²

2020

Preprint

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“…The literature surrounding chemical communication pedagogy is diverse. However, efforts to improve written and oral communication skills have followed four general and broad approaches, which are sometimes presented in a hybrid form: (1) the incorporation of technical writing with chemical literacy, 66 − 77 in first-year courses, 39 , 66 , 67 , 78 − 83 stand-alone classes, 27 , 43 , 69 , 79 , 84 − 96 and/or discipline specific courses; 70 , 97 − 115 (2) laboratory experiments; 21 , 26 , 32 , 59 , 69 , 107 , 116 − 127 (3) critical thinking exercises; 3 , 13 , 26 , 117 , 128 − 143 and (4) research experiences. 134 , 144 − 155 Despite the community’s best efforts, a host of factors, which were identified early on, continue to present significant barriers for engaging and enhancing the communication skills of undergraduate students.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…At the end, students splice the knowledge generated from each phase into a single cohesive and meaningful scientific story, which is communicated both orally and in writing. In this report, we specify how we have leveraged the scientific method along with the community’s reports on technical writing for chemical literacy, ,,,− , laboratory experiments, ,,,,,− ,− critical thinking exercises, ,,,,− and research experiences − …”

Section: Introductionmentioning

confidence: 99%

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The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

et al. 2022

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Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students’ unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as “phases”, to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students’ confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.

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“…In this respect, even many researchers (Klucevsek, 2017;Krontiris-Litowitz, 2013;Shorish & Reisner, 2016;Thompson & Blankinship, 2015) suggest a collaboration between librarians and information scientists and science educators within science courses to promote information literacy skills and use of university libraries and help students access and use relevant literature of disciplinary scientific information and knowledge. In other words, as an integral part of scientific literacy, science process skills include "the ability to find resources, determine reliability, and understand content, are also basic professional skills" (Klucevsek, 2017) and libraries play a crucial role in access to reliable, systematic and various formats (print or electronic) of information.…”

Section: Introductionmentioning

confidence: 99%

Utilization of Library Facilities by Pre-Service Science Teachers: Information Literacy and Scientific Literacy Perspectives

Ayik¹,

Ayık²

2021

bba

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Many scholars in the field accept scientific literacy as a main component of science education. Scientific literacy is depicted as accessing and obtaining scientific information and knowing how to do science. Next, information literacy is seen as an indispensable competency for science students to be scientifically literate persons. Given the crucial role in information literacy, utilizing print and online information resources that academic libraries provide may help science students get reliable and up-to-date information pertaining to science and latest developments. As such, this study aims to investigate, how pre-service science teachers as science students use print and digital information resources in the context of scientific literacy competency and explore relationships between various usages of library facilities. The study adopts an explorative descriptive method to get data about the point of interest. 82 pre-service science teachers joined the study. Data was statistically analyzed. Results indicate the utilization of various physically and virtually accessible information resources are below expectations. The study proposes a collaboration between science educators and information scientists in creating enhancements in the use of information facilities those libraries provide. This collaboration may help science students to enhance information, literacy and scientific literacy competencies.

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Building Data and Information Literacy in the Undergraduate Chemistry Curriculum

Cited by 4 publications

References 56 publications

Grids to Illustrate Induction and Resonance Effects: Aromatic Acidity and Basicity

Grids to Illustrate Induction and Resonance Effects: Aromatic Acidity and Basicity

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

Utilization of Library Facilities by Pre-Service Science Teachers: Information Literacy and Scientific Literacy Perspectives

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