Exploring Inequities in a Traditional and a Reformed General Chemistry Course

Tashiro, Jenna; Talanquer, Vicente

doi:10.1021/acs.jchemed.1c00821

Cited by 16 publications

(32 citation statements)

References 54 publications

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“…The differential impact of active learning implementation on men and women has been observed previously. The results presented herein mimic these prior results, where we see improvements in final grade for both men and women with a larger increase in performance among women. , …”

Section: Resultssupporting

confidence: 88%

“…The gendered differences in student performance in our data reflect other studies that show differential impacts of active learning on men and women. , Since the assessment strategies in the Traditional and Active courses were quite similar, we cannot attribute this difference to changes in the way grades were assigned or the extent to which high-stakes assessments were weighted. Rather, the differential impacts seem to reflect real improvements in student learning.…”

Section: Discussionmentioning

confidence: 99%

“…The results presented herein mimic these prior results, where we see improvements in final grade for both men and women with a larger increase in performance among women. 6,15…”

Section: Active Learning Differentially Impacted Womenmentioning

confidence: 99%

“…In addition, students’ sense of belonging in a General Chemistry learning environment has been shown to predict performance and attrition in STEM . Thus, General Chemistry is a prime target for implementation of active learning teaching methods meant to promote equity in the classroom. − …”

Section: Introductionmentioning

confidence: 99%

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Reducing Chemistry Casualties: Supporting Women Enrolled in General Chemistry I not During their First Term of College with Active Learning

et al. 2022

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Active learning is known to improve student outcomes in many STEM courses. Here, we present strategies for incorporating active learning into a large enrollment General Chemistry I course using small group activities during class time. This approach was found to mitigate gender disparities in overall course grades and reduced the number of General Chemistry I students earning a D or F grade or withdrawing from the course (chemistry casualties) by 7%. Uniquely, this study examined which groups of students benefited from active learning based on how long they had been enrolled at the institution. Our results indicate that both male-and female-identifying students performed better in the active learning course, with experienced (i.e., non first-year) female-identifying students experiencing the greatest benefit in the new format. These results add to the existing literature in support of active learning implementation in introductory STEM courses, like General Chemistry I.

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Section: Resultssupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

“…The results presented herein mimic these prior results, where we see improvements in final grade for both men and women with a larger increase in performance among women. 6,15…”

Section: Active Learning Differentially Impacted Womenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reducing Chemistry Casualties: Supporting Women Enrolled in General Chemistry I not During their First Term of College with Active Learning

et al. 2022

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“…In contrast, in the traditional sections all of the points towards the class grade come from summative exams (midterms and final). This difference may have significant consequences for students since there is emerging evidence that allocating parts of the course grade to completion of formative assessments is a more equitable strategy that can address differences in outcomes among various demographic groups (Tashiro and Talanquer, 2021).…”

Section: Context: Transformed and Traditional Organic Chemistry Coursesmentioning

confidence: 99%

Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses

Bowen

Flaherty

Cooper

2022

Chem. Educ. Res. Pract.

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Within chemistry education, there are various curricular and pedagogical approaches that aim to improve teaching and learning in chemistry. Efforts to characterize these transformations have primarily focused on student reasoning and performance, and little work has been done to explore student perceptions of curricular and pedagogical transformations and whether these perceptions align with the transformational intent. To complement our previous work on the Organic Chemistry, Life, the Universe, and Everything (OCLUE) curriculum, we developed this exploratory study to determine if students had perceived the goals of the transformation. As in our previous research on OCLUE, we compared perceptions between OCLUE and a more traditional organic chemistry course. Using inductive and deductive qualitative methodologies, we analyzed student responses to three open-eneded questions focused on how students perceived they were expected to think, what they found most difficult, and how they perceived they were assessed. The findings were classified into three superodinate themes: one where students perceived they were expected to learn things as rote knowledge, such as memorization (“Rote Knowledge”), another where students perceived they were expected to use their knowledge (“Use of Knowledge”), and responses that used vague, generalized language, were uninformative, or did not address the questions asked (“Other”). Students in these two courses responded very differently to the open-ended questions with students in OCLUE being more likely to perceive they were expected to use their knowledge, while students in the traditional course reported rote learning or memorization more frequently. As the findings evolved, our interpretations and discussions were influenced by sociocultural perspectives and other cultural frameworks. We believe this approach can provide meaningful insights into transformational intent and certain features of classroom cultures.

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Challenges Encountered by Student Teachers in an Inquiry-Based Laboratory Process

Wang

Wei

2022

J. Chem. Educ.

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Inquiry is one integral part of science learning. Understanding the underlining meaning and the complete procedures of inquiry-based laboratories would be beneficial to student teachers' future work. Therefore, it is necessary for student teachers to perform inquiry-based laboratories and know how to demonstrate them to school students. However, the differences between cookbook-style laboratories and inquiry-based ones may present obstacles for student teachers if most of them were more familiar with the traditional type. This study examined the potential difficulties that student teachers might encounter when conducting inquiry-based chemistry laboratories. Information was gathered through a self-designed questionnaire, interviews, and student teachers' self-reports. Data from the questionnaire were analyzed to gain a preliminary understanding of what challenges the student teachers had met during the inquiry-based laboratory, from their viewpoints. Results from interviews were combined with those from self-reports to investigate how the challenges had impacted the student teachers' perceptions of the difficulty of the inquiry-based laboratory. This study found some challenges encountered by the student teachers in inquiry-based laboratories that were considered difficult, such as presenting research questions. But not all challenges had influences on student teachers' perceptions of the difficulty level of inquiry-based laboratories. A cyclical progression of students' mental states in inquiry-based laboratories is presented to support research about inquiry-based learning.

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Exploring Inequities in a Traditional and a Reformed General Chemistry Course

Cited by 16 publications

References 54 publications

Reducing Chemistry Casualties: Supporting Women Enrolled in General Chemistry I not During their First Term of College with Active Learning

Reducing Chemistry Casualties: Supporting Women Enrolled in General Chemistry I not During their First Term of College with Active Learning

Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses

Challenges Encountered by Student Teachers in an Inquiry-Based Laboratory Process

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