Chemistry professors’ descriptions of the impact of research engagement on teaching

Hua, Olivia; Shore, Bruce M.

doi:10.1080/07294360.2013.832158

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…The integration of research into university teaching has strong potential for fostering a deeper understanding of disciplinary knowledge (Hua and Shore 2014;Vereijken et al 2018). There are multiple ways in which research is articulated in teaching in order to foster student understanding of disciplinary knowledge.…”

Section: Teaching Theory and Practicementioning

confidence: 99%

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Vereijken

Rijst

2021

Teaching in Higher Education

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A central aim of university teaching is to transform students' conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers' accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussed.

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Section: Teaching Theory and Practicementioning

confidence: 99%

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Vereijken

Rijst

2021

Teaching in Higher Education

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“…Also, a study from Hua and Shore (2013), using the same sample as the one in our study, revealed six ways in which chemistry professors' engagement in research activities strengthened their teaching practice, including student interest, subject-matter currency, research examples, ways of thinking (e.g., how research helps them appreciate differences between "what is" and "what we know" and demonstrate "how [we] know this is true"), contextualization, and explanation (e.g., how concepts, principles, and facts are organized in chemistry). Professors' belief that active engagement through research helped them provide better explanations of the material to improve student understanding represented a promising base from which to conduct the current study and re-evaluate professors' perceptions of undergraduate learning.…”

Section: Methodsmentioning

confidence: 99%

Chemistry Professors' Perceptions of Undergraduate Learning

2018

Self Cite

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This study investigated 27 chemistry professors’ perceptions of learning in undergraduate education and their suggestions for adopting an inquiry-based pedagogical approach to teaching and learning. Semistructured interviews revealed that two thirds of participants perceived undergraduate learning in traditional ways such as the acquisition of basic facts in a discipline. One fifth perceived undergraduate education as an active way of learning, specifically taking advantage of existing opportunities for students to engage in research experiences. Four professors described learning as a balance between the roles undertaken by students and instructors, namely students becoming more involved in the process of asking questions. Suggestions on how to bring teaching and research closer together in undergraduate education included (a) seeking research opportunities, (b) providing authentic learning environments, (c) capturing students’ curiosity, and (d) varying teaching methods. Although some statements did not provide a specific practical suggestion about how to achieve an inquiry-based pedagogical approach in higher education, a beginning of change was observed among chemistry professors' perceptions of students’ roles toward one of active learning. Cette étude analyse les perceptions de 27 professeurs de chimie sur l’apprentissage dans l’enseignement au niveau du premier cycle ainsi que leurs suggestions pour adopter une approche pédagogique d’apprentissage fondé sur l’exploration. Des entrevues semistructurées ont révélé que les deux-tiers des participants percevaient l’apprentissage au niveau du premier cycle de manière traditionnelle, tel que l’acquisition de connaissances de base dans une discipline. Un cinquième d’entre eux percevaient l’enseignement au niveau du premier cycle comme une manière active d’apprendre, spécifiquement en profitant des opportunités existantes qui permettent aux étudiants de participer à des expériences de recherche. Quatre professeurs ont décrit l’apprentissage comme un équilibre entre les rôles joués par les étudiants et ceux joués par les instructeurs, c’est-à-dire les situations où les étudiants sont davantage impliqués dans le processus qui consiste à poser des questions. Des suggestions pour savoir comment rapprocher l’enseignement et la recherche dans l’enseignement au niveau du premier cycle comprennent : (a) rechercher des occasions de recherche, (b) fournir des environnements d’apprentissage authentique, (c) éveiller la curiosité des étudiants, et (d) varier les méthodes d’enseignement. Bien que certaines déclarations n’aient pas fourni de suggestions pratiques spécifiques sur la manière d’en arriver à une approche pédagogique d’apprentissage fondé sur l’exploration dans l’enseignement supérieur, un début de changement a été observé parmi les perceptions des professeurs de chimie sur les rôles des étudiants vers un apprentissage actif.

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“…In these contexts, it is frequently introduced as an example of cutting-edge research. FLP chemistry certainly qualifies as such and incorporating research topics into undergraduate instruction can be a valuable strategy for not only engaging students, but engaging faculty as well [26].…”

Section: Introductionmentioning

confidence: 99%

Frustrated Lewis Pair Pedagogy: Expanding Core Undergraduate Curriculum and Reinforcing Fundamental Thermodynamic Concepts

Johnstone

2020

Frustrated Lewis Pairs

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For over a decade, the Frustrated Lewis Pair (FLP) concept has helped to extend the frontiers of maingroup chemistry. The present-day maturity of the field, coupled with recent research developments highlighting the continuity between FLP chemistry and classical Lewis acid-base chemistry, suggest that FLP chemistry should be introduced into the mainstream undergraduate chemistry curriculum. Herein is described the experience of a pilot project to incorporate FLP chemistry into the undergraduate maingroup inorganic chemistry course at the University of California, Santa Cruz. The presentation of the material, which stresses the thermodynamics-based continuity that links classical Lewis acid-base chemistry and FLP chemistry, also suggested that coverage of the FLP material might provide a means of solidifying fundamental concepts from chemical thermodynamics from earlier courses. Preliminary quantitative and qualitative data have been acquired that support this hypothesis.

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Chemistry professors’ descriptions of the impact of research engagement on teaching

Cited by 8 publications

References 20 publications

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Subject matter pedagogy in university teaching: how lecturers use relations between theory and practice

Chemistry Professors' Perceptions of Undergraduate Learning

Frustrated Lewis Pair Pedagogy: Expanding Core Undergraduate Curriculum and Reinforcing Fundamental Thermodynamic Concepts

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