Evaluation of a videocassette-discussion teaching format in general chemistry

Enger, John M.; Toms-Wood, Anne; Cohn, Kim

doi:10.1021/ed055p230

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…Rod O'Connor used to give canned lectures by TV at Arizona (3). At Illinois, a system credited to Gil Haight has used TV for a decade (4,5). This latter system incorporates prerecorded demonstrations and experiments into the TV lectures, including having students take dry-lab data.…”

Section: Canned Lecturesmentioning

confidence: 99%

Alternatives to traditional lecturing

Brooks¹

1984

J. Chem. Educ.

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The Traditional Large Lecture Session As a student of the profession of teaching, I have watched many teachers give classroom lectures. Mostly they talk and write at the board or overhead projector. Although most lecturers would disagree, there are actually only occasional times when they ask or answer a question.Class size is often an issue when teaching is discussed. While we can image one-on-one teaching, or teaching in small groups, much chemistry teaching is done in large groups. The classrooms that I have most recently worked in hold over 200 students, and they are not the largest of lecture halls. What is it like to be one among the group in a very large lecture hall? I think students are easily lost. Some say the large universities attract students whose style favors the anonymity of large classes. Most of the students, I suspect, have little idea of what they face in college, and few really appreciate these large classes.

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Section: Canned Lecturesmentioning

confidence: 99%

Alternatives to traditional lecturing

Brooks¹

1984

J. Chem. Educ.

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“…Videotapes were once used to replace the live lecture. With the exception of the program developed at the University of Illinois (7)(8)(9) where videotapes are used to present lecture material in small discussion sections, few institutions still operate this way. Videotapes are still used in the classroom, but now they are more often used to supplement the live lecture.…”

Section: Uses Of Videotaped Instruction In the Lecturementioning

confidence: 99%

From videotapes to videodiscs: From passive to active instruction

Russell¹

1984

J. Chem. Educ.

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Pre-recorded television nroerams have been used in chemical education for almost 2Cyears (1-3). Although much of the earlv work in this field was done in the United States. Canada, and Hritain, workshops held last iummer at the 1n: ternationnl Chemical Education Conference at Montnellier. France, suggested that the use of tele\.ision in chrmirh rducation has spread around the world. One of the g~~a l s of t hrse workshops was, therefore, to develop a continuing netwwk of individuals who could keep each other informed about the state-of-the-art in this area.The chemistry teachers who attended these workshoos in Montpellier were almoat exclusively interested in the use of television at the collrge and uniwruity level. Their work in videotape at the present time is f(r:us&l on the arras of prelaboratory instruction and supplrmenting the lecture.U s e s of Vldeotaped Instruction in the Laboratory (4-6) Particularly in developing countries, televised productions are seen as a way t o provide instruction on equipment that is otherwise not available to students in any form. Regardless of the country, when limited amounts of expensive equipment are available, the need to prevent damage to this equipment is paramount. There is, therefore, a universal use of television to demonstrate accurately, clearly, and concisely the proper use of laboratory equipment.Alone with relievine the concern for the eauinment. videotapeidemonstratiok of laboratory procedtkes are seen as a solution to the problem of diverse laboratory instruction when large classes are taught by instructors with variable teachine skills and backerounds (6).A second problem thachas arisen'from the increased access of oeoole to hieher education is the varied or often nonexistent labora.u~ry tikiiis of students entering college. Several months ago Professor Tongwen Hua of the Chemistry lkpartment of Reijing (Peking) University remarked tn me that the practical laboratory aspects of high school training in (.'him were heinr neglectedbeiuse compkitive universitfidmission was basea on written examinations only. We have seen the same effect in some Advanced placement courses in California high schools.As a result, the primary use of videotapes in chemical education has become the "how-to" of the laboratory. There are three different kinds of pre-lab instruction programs. Some programs focus on a particular set of instructions for a specific experiment. Others can be used for a variety of different experiments but still focus on an individual piece of equipment. A few attempts have been made to develop "generic" programs that teach techniques independently of a particular piece of equipment. Uses of Vldeotaped Instruction in the LectureVideotapes were once used to replace the live lecture. With the exception of the program developed a t the University of Illinois (7-9) where videotapes are used to present lecture material in small discussion sections, few institutions still operate this way. Videotapes are still used in the classroom, but now they are more often used...

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“…We have applied the standard qualitative and quantitative methods of chemical education research to verify that the quality of learning from the videos compares with that from the much more instructor time-consuming live demonstration-discussion presentation. There have been earlier reports of the use of videos in instruction, involving an unspecified type of discussion (16) that gave a statistically significant improvement in student performance. Recently Whisnant (17) has placed a series of 32 general chemistry videos on a CD-ROM.…”

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confidence: 94%