Chemistry Discovery: A Service-Learning Outreach Course Produces a Workshop Series for Middle-School Students

Abstract

Service-learning college courses and service-learning components of traditional courses combine discipline-specific learning objectives with service activities in the community. Chemistry Discovery is a one-unit servicelearning course focused on chemistry outreach at the University of Arizona. In a collaborative learning environment, the enrolled undergraduate and graduate students design and produce a series of workshops for local middle-school students visiting the university campus. The course offers a framework for outreach efforts for which students receive academic credit while also enjoying the freedom to select and optimize hands-on educational modules. A content emphasis is placed on the chemistry of everyday objects and on its illustration in accurate terms that are also appropriate for a middle-school audience. The second half of this semester-long project is dedicated to the presentation of workshops, which occur during class time and on the university campus. In the end-of-semester reflection on the experience, the student presenters consistently indicate that their science communication skills are enhanced by the program and that they have a positive impact on the audience on the basis of formal and informal feedback from our visitors. Chemistry Discovery provides a sustainable curricular platform for students and faculty interested in outreach to step into the leadership role of science communicators and to inspire younger students to pursue scientific knowledge.

Everybody Wants to Experiment: Assessing Motivation to Participate in a Chemistry Family Learning Course

“…As mentioned above, a variety of scientists and institutions attempt to engage people with and to facilitate learning about chemistry. Several groups and publications foster this through best-practice examples and results from evaluations. ,,− ,, However, participation is often analyzed from a retrospective perspective. That is, participants were asked about the event after the event.…”

“…Several groups and publications foster this through best-practice examples and results from evaluations. 4,5,[8][9][10]12,15 However, participation is often analyzed from a retrospective perspective. That is, participants were asked about the event after the event.…”

“…Phelan et al identified six dimensions of motivation to participate, which were confirmed by factor analysis . As mentioned above, experimentation is often an important part of chemistry outreach events. − ,,, Therefore, the authors of this study developed and validated a seventh dimension to reflect a potential focus on research and experimentation. , Individual learning and pursuing interests : This dimension measures the extent to which visitors’ motivation is based on the expectation to learn something new or to follow their existing interests. Social learning : This dimension measures the extent to which the visit is intended to support the learning of a fellow visitor. Social enjoyment : This dimension measures the extent to which the visit is motivated by gaining social experience from the visit. Establishing or enjoying social contacts : This dimension measures the extent to which visitors’ motivation is based on the expectation of creating new social contacts with other people. Relaxation and recuperation : This dimension measures the extent to which visitors’ motivation is based on the expectation of being able to relax and recuperate during the visit. Popularity of the site : This dimension measures the extent to which visitors’ motivation is based on the expectation of visiting a special or even unique place. Research and experimentation: This dimension measures the extent to which motivation to participate is based on the expectation of being able to experiment safely and independently. …”

Service-Learning for a Multiple Learning Modality Environment

“…Service-learning has become increasingly more prevalent in chemistry curricula. − Service-learning is the process where students learn through active involvement in organized service to others . However, the manner in which departments implement service-learning can drastically vary from one program to another. , Herein, we described the use of service-learning as a complement or supplement to the laboratory component of a course with an emphasis on improving college students’ soft skills.…”

“…Service-learning has become increasingly more prevalent in chemistry curricula. − Service-learning is the process where students learn through active involvement in organized service to others . However, the manner in which departments implement service-learning can drastically vary from one program to another. , Herein, we described the use of service-learning as a complement or supplement to the laboratory component of a course with an emphasis on improving college students’ soft skills. The implementation of service-learning utilizing Google Meet allowed college students to actively engage with elementary school students while facilitating their understanding of key chemical concepts and improving their soft skills, regardless of their learning modality, in-person, hybrid, or remote.…”