Pedagogical Reform in an Introductory Chemistry Course and the Importance of Curricular Alignment

Abstract

Despite the substantial progress made to develop evidence-based pedagogical practices that support student learning, many courses are dominated by “traditional” practices such as a passive lecture. Thus, a continued focus on reforming courses is necessary. Here we describe the deliberate practice-driven reform of a large lecture-format introductory chemistry course. We characterize the learning environment through course observations and exam item analysis. We characterize student outcomes through performance on shared exam items, overall course grades, and a pre/post-survey that includes cognitive and affective measures. Through cross-sectional comparisons to concurrent, unreformed course sections, we find that students in the reformed section scored higher on common exam items, earned higher overall course grades, and held more positive attitudes toward chemistry after having taken the course. However, no improvement is seen in conceptual learning as measured through the Chemistry Concept Inventory (CCI). We argue that this is due to a misalignment between the course curriculum, which emphasizes factual recall and algorithmic problem solving, and the CCI. This highlights the need for reform efforts to address both pedagogy and curriculum.

Course letter grades and rates of D, W, F grades can introduce variability to course comparisons

“…In lieu of this, we examined if any collected evidence did indicate the possibility for obvious differences in student learning that coincide with increased extra credit offerings or post hoc adjustments. We consider two findings detailed in the reform evaluation study (James and Ladue, 2021): (1) the mean difference in difficulty index on shared exam items (Fig. 2A), and (2) a rescaled numerical course grade that weights all assessments (homework, exams, final) equally between sections (Fig.…”

“…This study emerged during the course of a prior study (James and Ladue, 2021). In the prior study, we collected syllabi, student grades on individual assignments, and letter grades from archived institutional data.…”

“…), there were two concurrent unreformed comparison sections (Sections UA and UB), taught by different instructors. Our prior publication (James and Ladue, 2021) examines the course reform through course observations, course artifacts, student pre/post surveys, individual student assessment grades, and institutional grades assigned at the end of the term. Grade data was conveyed by adding N. M. J. to the course learning management system (LMS).…”

“…In Fall 2019, author N. M. J. implemented a pedagogical reform in one section of a large lecture format introductory chemistry course. A holistic evaluation of this reform effort has been reported (James and Ladue, 2021). This article focuses on an emergent observation encountered during this prior study, regarding section-to-section variability in student letter grades with the potential to conceal reform outcomes.…”

Prácticas de Materiales y Nanomateriales para Estudiantes de Primer Curso de Ingeniería Física

“…Por último, el profesor resuelve el problema mientras va haciendo preguntas a los alumnos para que reflexionen sobre los pasos importantes en la resolución del problema. En estas sesiones los alumnos desarrollan la capacidad de solucionar problemas de forma teórica, mientras que en las sesiones prácticas de laboratorio el objetivo es poner en práctica dichas capacidades (James, 2021).…”