Chemistry Education and Human Activity

Mahaffy, Peter G.

doi:10.1002/9783527679300.ch1

Cited by 15 publications

(29 citation statements)

References 32 publications

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“…Moreover, the present evaluation explored the perceived impacts of the module for different types of students and thus, addressed issues of equity and inclusion in learning environments. We piloted the module as well as the evaluation of it in science, mathematics, and engineering courses, representing challenging courses in which failure and withdrawal rates are high (Laverty et al, 2016;Mahaffy, 2015), despite the importance of STEM disciplines (Brandon Miller & Jay Croft, 2018;Craven, 2017;Intergovernmental Panel on Climate Change, 2018;Saner, 2010;Steffen et al, 2015;United Nations, 2018). We then used the results of the pilot and evaluation to iteratively improve the module, inform ongoing evaluation activities, and identify future areas of study, ultimately to improve students' learning abilities.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

O'Connor¹,

Roy²,

Walsh³

et al. 2021

Preprint

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Objective: <a></a><a>Most students spend years in formal education settings without being explicitly taught how to learn effectively. </a>Our objective was to evaluate an innovative intervention designed to effectively equipping all students with learning skills, called the Growth & Goals Module, which is an adaptable open education resource available in English and French.Methods: We evaluated the module using a Practical Participatory Evaluation approach and the 4-level Kirkpatrick Evaluation model. To investigate ten research questions aligned with the model, we collected data from 1845 students and five educators from nine undergraduate courses in science, engineering, and mathematics through questionnaires, focus groups, course assessments, and institutional data.Results: Students and educators reported high satisfaction (Level 1, Learning). The training was new to most students and most completion rates were over 75% when educators provided an incentive. Students in some demographics used the module less than others. In Level 2 (Learning), students’ metacognitive skills increased. They could identify SMART goals and differentiate growth/fixed mindset statements. At Level 3 (Behaviour), students reported intending to use the module in the future. Most educators created learning outcomes for the first time. The module required little time of students and educators; however, greater support, incentives, and rewards are needed for project sustainability. Educators have used the module in courses in many disciplines and levels (Level 4, Results).<a></a>Conclusions: The Growth & Goals module explicitly teaches core learning skills for students in science, engineering, and mathematics courses and has the potential to scale to other disciplines and levels.

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Section: Introductionmentioning

confidence: 99%

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

O'Connor¹,

Roy²,

Walsh³

et al. 2021

Preprint

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show abstract

“…Bağlam temelli yaklaşım geleneksel yöntemlerden sıkılan ve ilgisini kaybeden öğrencilere ve öğretmenlere günlük hayatın içinden alınmış bağlamlarla yeni bir öğrenme ortamı sunmaktadır (Christensson ve Sjöström, 2014;Mahaffy, 2015;Sjöström ve Talanquer, 2014). Bu uygulamaya bağlam içerisinde günlük bir sorun ile başlanır ve bu sorunun çözümü ile ilgili sorular sorulur (Broman ve Parchmann, 2014).…”

Section: Introductionunclassified

How to Write Good Quality Contextual Science Questions: Criteria and Myths

Elmas¹,

Eryılmaz²

2015

Journal of Theoretical Educational Science

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ABSTRACT:The goal of this study is to set criteria for writing good contextual questions. This is a theoretical research work based on an extensive literature review. Extensive literature comprised of reviewing leading data bases, educational journals, and proceedings. All the collected materials from these resources were read, compiled, analyzed, interpreted, and synthesized. The information gathered from these sources were systematically used as an input to generate criteria for writing good contextual questions. Eventually, 3 main criteria and 11 sub-criteria were generated from these studies. Besides, the difference between contextual and idealized questions was presented comparatively. As a final step, common misunderstandings i.e., myths related to contextual questions were determined and presented in detail. This study can be seen as a how-to-guide to all stake holders of education for writing good contextual questions. Keywords: context, context based education, contextual teaching and learning, contextual questions, questions Extended AbstractPurpose and Significance: The goal of this study is to set criteria for writing good contextual questions based on relevant literature. Contextual teaching and learning (CTL) is a very prominent approach. CTL approach is interpreted and developed by a wide array of researchers from many different countries with similar perspectives. During the implementation process, practitioners should need to use contextual questions somehow though there are very limited number of studies indicating how to generate good contextual questions.Methods: This is a theoretical research work based on an extensive literature review. Extensive literature comprised of reviewing leading data bases, educational journals and proceedings. All the collected materials from these resources were read, compiled, analyzed, interpreted, and synthesized. The information was gathered from these sources were systematically used as an input for discussions to generate criteria for writing good contextual questions.

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“…Examples of approaches gaining traction have recently been summarized. 23 They include facilitating student learning in, about, and through chemistry by (a) changing the emphasis from teaching to student learning, (b) understanding student prior conceptual understanding and developing validated inventories and strategies to identify and address misconceptions, (c) using models for learning that account for different learning styles and limits to cognitive load, (d) engaging students with active and collaborative learning, (e) motivating students by developing curriculum that connects to the lived experience of students and societal needs, (f) implementing strategies for faculty professional development, and (g) integrating into education the responsible and ethical practice of science.…”

Section: ■ Tackling the Dual Challenges Of Sustainability Science Litmentioning

confidence: 99%

“…Students view chemistry as more motivating, interesting, and relevant to their lives and develop a range of transferrable higher order thinking skills, with at least no apparent drawbacks in their understanding of scientific ideas. 23 As an exemplar for how sustainability science literacy could be incorporated into the general chemistry curriculum, we report an initiative with the goal of teaching students key topics in general chemistry, starting with the rich context of climate change, and assessing student learning gains both in the chemistry content and the climate science context. We use the term "teaching f rom a rich context" to describe learning that provides rich opportunities to master content topics, motivated by making sense of an important and engaging context.…”

Section: ■ Tackling the Dual Challenges Of Sustainability Science Litmentioning

confidence: 99%

Infusing Sustainability Science Literacy through Chemistry Education: Climate Science as a Rich Context for Learning Chemistry

Mahaffy

Martin

Kirchhoff

et al. 2014

ACS Sustainable Chem. Eng.

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Global science is paying increasingly urgent attention to sustainability challenges, as evidenced by initiatives such as the working group determining whether Earth has moved from the Holocene to the Anthropocene Epoch on the geologic time scale and the interdisciplinary efforts to define and quantify our planetary boundaries. Despite the fact that much of the scientific work underlying these initiatives is based on measurements of fundamental chemistry parameters, sustainability literacy has not been incorporated in any systematic way into the undergraduate chemistry curriculum. We report here on the philosophy and implementation of a NSF-funded initiative, Visualizing the Chemistry of Climate Change (VC3), which provides an exemplar for developing strategies to fill that gap, focusing on climate change, one of the defining sustainability challenges of the 21st century. VC3 targets the strategic first year university and college chemistry courses that are common to the program requirements of many science and engineering majors. The overall goals of the VC3 project are to infuse climate literacy principles into the learning of representative core topics in North American general chemistry courses for science majors, while demonstrating that learning core chemistry topics by starting with an important rich context is a viable approach. ABSTRACT: Global science is paying increasingly urgent attention to sustainability challenges, as evidenced by initiatives such as the working group determining whether Earth has moved from the Holocene to the Anthropocene Epoch on the geologic time scale and the interdisciplinary efforts to define and quantify our planetary boundaries. Despite the fact that much of the scientific work underlying these initiatives is based on measurements of fundamental chemistry parameters, sustainability literacy has not been incorporated in any systematic way into the undergraduate chemistry curriculum. We report here on the philosophy and implementation of a NSF-funded initiative, Visualizing the Chemistry of Climate Change (VC3), which provides an exemplar for developing strategies to fill that gap, focusing on climate change, one of the defining sustainability challenges of the 21st century. VC3 targets the strategic first year university and college chemistry courses that are common to the program requirements of many science and engineering majors. The overall goals of the VC3 project are to infuse climate literacy principles into the learning of representative core topics in North American general chemistry courses for science majors, while demonstrating that learning core chemistry topics by starting with an important rich context is a viable approach.

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Chemistry Education and Human Activity

Cited by 15 publications

References 32 publications

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

How to Write Good Quality Contextual Science Questions: Criteria and Myths

Infusing Sustainability Science Literacy through Chemistry Education: Climate Science as a Rich Context for Learning Chemistry

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Chemistry Education and Human Activity

Cited by 15 publications

References 32 publications

The Evaluation of an Integrated Growth &amp; Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

The Evaluation of an Integrated Growth &amp; Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

How to Write Good Quality Contextual Science Questions: Criteria and Myths

Infusing Sustainability Science Literacy through Chemistry Education: Climate Science as a Rich Context for Learning Chemistry

Contact Info

Product

Resources

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The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit

The Evaluation of an Integrated Growth & Goals Module to Better Equip Students with Learning Skills in Postsecondary Courses: Systematic, Scalable, and Explicit