Doing Science and Asking Questions: An Interactive Exercise

Middlecamp, Catherine Hurt; Nickel, Anne-Marie

doi:10.1021/ed077p50

Cited by 7 publications

(7 citation statements)

References 1 publication

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“…Whole-class discussions or activities do not necessarily take the entire class period but do involve the whole-class participating in one way or another. They are facilitated by an instructor, a student, or group of students (Middlecamp & Nickel, 2000;Orvis & Orvis, 2005). Whole-class discussions follow the same general steps for implementation: (i) students complete an activity, (ii) someone facilitates a whole-class discussion, and (iii) students contribute to the discussion by answering and/or asking questions.…”

Section: Whole-class Discussion or Activitiesmentioning

confidence: 99%

“…When wholeclass activities involve different student roles, the instructor may assign roles or students may self-select their roles. Examples of whole-class activities are drawn from the work of Farrer, Monk, Heron, Lough, and Sadler (2010), Orvis and Orvis (2005), and Middlecamp and Nickel (2000).…”

Section: Whole-class Discussion or Activitiesmentioning

confidence: 99%

“…Using the wads of paper, students work through a series of questions about chemical reactions. Middlecamp and Nickel (2000) use a student-generated questionnaire on the board. Students agree on the questions and multiple-choice answers.…”

Section: Whole-class Discussion or Activitiesmentioning

confidence: 99%

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An integrative review of in-class activities that enable active learning in college science classroom settings

Arthurs

Kreager

2017

International Journal of Science Education

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Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified inclass activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

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Section: Whole-class Discussion or Activitiesmentioning

confidence: 99%

Section: Whole-class Discussion or Activitiesmentioning

confidence: 99%

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An integrative review of in-class activities that enable active learning in college science classroom settings

Arthurs

Kreager

2017

International Journal of Science Education

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“…In addition, they can inspire future coursework in the form of inquiry investigations and problems . Thus, there is a substantial effort to both encourage and improve the quality of student questions in the classroom. − A dualistic view of the types of questions students ask is to consider text-based and knowledge-based questions. , Text-based questions are usually simple, based on the content delivered, and often clarifying. On the other hand, knowledge-based questions utilize higher order thinking skills (e.g., analyzing, evaluating, and creating) and lead to learning that is more meaningful. ,, As in our case, these questions may address some discrepant event that the student experiences when learned information conflicts with newly presented information.…”

Section: Trends In Bdementioning

confidence: 99%

Trends in Bond Dissociation Energies for the Homolytic Cleavage of Successive Molecular Bonds

Donnelly

Hernández

2018

J. Chem. Educ.

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The students in our physical chemistry course pointed out an interesting trend in the bond dissociation energies (BDEs) of successive homolytic cleavages of hydrogens from methane and water. Namely, while there is an increase in BDE from CH4 to CH3, there is a decrease in BDE from H2O to OH. In order to explain this trend, we employed a theoretical approach that could be used in an undergraduate setting. We compare our theoretical results with experimental and highly accurate theoretical values readily available in the literature. Having validated our theoretical approach, we use equilibrium molecular structure as evidence of the change in dominating attraction and repulsion effects of the central atom nucleus and nonbonding electrons and explain the anomaly in BDEs in undergraduate chemistry terms.

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“…In the course of their discussion, the relate pedagogy to such feminist (and constructivist) ideas such as attending to women/gender, questioning authority, empowering students, and thinking about positioning of women and other groups in the classroom and in science. Middlecamp and Nickel (2000) have also written about methods to build a classroom around the topical choices of students and Middlecamp and Fernandez (1999) present particular examples of multicultural perspectives.…”

Section: Connections Within Processmentioning

confidence: 99%

Connections Between Pedagogical and Epistemological Constructivism: Questions for Teaching and Research in Chemistry

Wink

2006

Found Chem

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The rich and ongoing debate about constructivism in chemistry education includes questions about the relationship, for better or worse, between applications of the theory in pedagogy and in epistemology. This paper presents an examination of the potential to use connections of epistemological and pedagogical constructivism to one another. It examines connections linked to the content, processes, and premises of science with a goal of prompting further research in these areas.

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Doing Science and Asking Questions: An Interactive Exercise

Cited by 7 publications

References 1 publication

An integrative review of in-class activities that enable active learning in college science classroom settings

An integrative review of in-class activities that enable active learning in college science classroom settings

Trends in Bond Dissociation Energies for the Homolytic Cleavage of Successive Molecular Bonds

Connections Between Pedagogical and Epistemological Constructivism: Questions for Teaching and Research in Chemistry

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