Field Trips Put Chemistry in Context for Non-Science Majors

Peterman, Keith

doi:10.1021/ed085p645

Cited by 14 publications

(17 citation statements)

References 7 publications

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“…Emociones, motivación y actitudes -Incrementa el interés y la motivación por aprender ciencias (1,4,6,8,10,11,16,17,23,26,27,33,37). -No mejora el interés por las ciencias del alumnado (15,35).…”

Section: Referidas a Implicaciones Educativasunclassified

“…Adquisición y transferencia del conocimiento -Mejora la adquisición y comprensión de los contenidos científicos (1,3,6,8,9,11,15,18,21,22,23,24,31,33,35). -Eleva el rendimiento académico (26,34).…”

Section: Referidas a Implicaciones Educativasunclassified

“…-Eleva el rendimiento académico (26,34). -Vincula los contenidos trabajados en el aula con el mundo real, permitiendo su aplicación y probando su utilidad (2,3,7,11,13,16,19,21,23,24,33,35). -Proporciona un aprendizaje experiencial (1,19,22).…”

Section: Referidas a Implicaciones Educativasunclassified

“…-Contribuye al aprendizaje significativo duradero en el tiempo (1,10,21,27,32,37). -Promueve un ambiente adecuado para el aprendizaje de las ciencias (3,8,23).…”

Section: Referidas a Implicaciones Educativasunclassified

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La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Morales¹

2018

Rev_Eureka_ensen_divulg_cienc

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Resumen: El estudio de revisión aquí presentado tiene como propósitos: (1) aportar una panorámica del desarrollo de la línea de investigación que se ocupa del estudio de las salidas de campo como recurso didáctico en Didáctica de las Ciencias Experimentales; y, (2) sintetizar las principales implicaciones educativas referidas a la misma. Así, se revisaron los artículos publicados entre el año 2000 y 2017 y alojados en las bases de datos de Web of Science y Scopus. Los resultados obtenidos giran en torno a los campos: (1) autor/es y año; (2) país; (3) disciplina científica; (4) etapa educativa; (5) contexto; (6) metodología; y (7) implicaciones educativas. Los resultados principales apuntan a la irrupción de la producción científica sobre esta línea de investigación, a pesar de no abundar autores muy prolíficos en ella. Además, se ha comprobado que Estados Unidos es el país donde se realizan mayor número de trabajos, mientras que la etapa educativa preferente para ejecutar las salidas de campo es la Educación Primaria. Los espacios naturales se colocan como el contexto más visitado y el Medio Ambiente, la Biología y la Geología como las disciplinas predilectas para realizar salidas de campo. Finalmente, las principales implicaciones educativas señalan la promoción de actitudes y emociones positivas, así como la adquisición de los contenidos como puntos fuertes de las salidas de campo. Palabras clave: Enseñanza de las ciencias; salidas de campo; revisión sistemática; bibliográfico. Field trip as a didactic resource to teach sciences. A systematic review

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Section: Referidas a Implicaciones Educativasunclassified

“…-Contribuye al aprendizaje significativo duradero en el tiempo (1,10,21,27,32,37). -Promueve un ambiente adecuado para el aprendizaje de las ciencias (3,8,23).…”

Section: Referidas a Implicaciones Educativasunclassified

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La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Morales¹

2018

Rev_Eureka_ensen_divulg_cienc

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“…Others have used extra assignments and activities to support class learning such as field trips (42)(43)(44) and service learning (45,46). The instructor described in scenarios #3 and #4 attempt to connect out-of-class assignments and readings to in-class discussions but failed to include appropriate structure or motivation for students.…”

Section: Outside Activities Benefit In-class Participation Overviewmentioning

confidence: 99%

Give Them Something To Talk About: Participation Strategies That Improve Student Learning and Engagement

Kloepper

2014

ACS Symposium Series

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Millennial students are team-oriented and prefer non-traditional lecture methods, yet convincing the current generation of undergraduates to participate productively in class can be challenging. Common traits for Millennials include a preference for structure and an interest in building peer networks. Participation strategies utilizing structured teamwork were developed and implemented in analytical chemistry classes through modified discussions and assessment. Students spent out-of-class time on projects and attending specific seminars, both of which benefited in-class participation. Incorporating intentional participation opportunities that complement the strengths of Millennials improved their engagement and learning. These participation approaches can be adapted for large lecture classes, non-majors courses, and other chemistry disciplines.

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Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course

et al. 2020

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Students and instructors bring varying levels of experience and expectations to online learning. This became even more apparent in March 2020 when the pandemic disrupted faceto-face instruction and required rapid conversion to remote teaching. In this study, mixed methods were used to understand how students perceived these instructional changes and to examine the effects of remote learning on their approach to subsequent coursework and faculty interactions. First, open-ended survey data collected from students enrolled in a summer 2020 nonmajors asynchronous laboratory course were analyzed to learn more about students' spring 2020 remote learning experiences. The questions directly addressed remote learning experiences and emphasized study strategies learned, faculty communication modes, and students' perceived ability at taking online courses. Second, four consecutive years of survey dataincluding both Likert-type scale surveys and open-ended questionswere analyzed to identify core themes and to measure variations between cohorts. These data present a unique opportunity in that they allow for critical analyses and document differences in online learning experiences for student cohorts pre-(2017−2019) and post-(2020) the COVID-19 disruption. The findings from the survey data can be used to inform how faculty may better focus their teaching efforts while promoting student learning and engagement during a time of continued teaching disruption and uncertainty. The overall results of this study are applicable to all levels of chemistry courses. In addition, the established nonmajors online laboratory course model presented in this study provides a strong example for others who are developing new online or hybrid chemistry courses.

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Field Trips Put Chemistry in Context for Non-Science Majors

Abstract: and keywordsFull text (PDF) with links to cited URLs and JCE articles

Cited by 14 publications

References 7 publications

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

La salida de campo como recurso didáctico para enseñar ciencias. Una revisión sistemática

Give Them Something To Talk About: Participation Strategies That Improve Student Learning and Engagement

Learning Postdisruption: Lessons from Students in a Fully Online Nonmajors Laboratory Course

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