Use of a multimedia DVD for Physical Chemistry: analysis of its effectiveness for teaching content and applications to current research and its impact on student views of physical chemistry

Abstract

In this study, a new multimedia learning tool for physical chemistry was implemented in a class setting, and students' attitudes and learning gains examined. The Physical Chemistry in Practice (PCIP) DVD contains multimedia modules that provide an in-depth description of the research of eight different scientists. Each module contains a documentary style video program of the researcher and their laboratory, HTML-based background information about the topic, problems for students to work on, and links to related information. The DVD was implemented in a physical chemistry laboratory course where students worked through a module on surfaceenhanced Raman spectroscopy (SERS). Data was collected in the form of pre-and post-tests of content knowledge and surveys about attitudes and academic career choices. Students showed statistically significant learning gains after using the DVD and showed an increase in their recognition of the applications of physical chemistry to real problems. Students also showed an increased interest in further study of physical chemistry. [Chem.

Visualization and interactivity in the teaching of chemistry to science and non-science students

“…They are: Question 1: How would you describe a water molecule? Question 2: Liquid water is considered to be a necessary The responses to these questions were scored using the rubric adapted from Jennings et al (2007) given in Table 2.…”

Introduction: Research and practice in chemical education in advanced courses

“…It has been recognized that students could succeed in this course by having very good mathematics skills (Hahn and Polik, 2004) and logical thinking skills (Nicoll and Francisco, 2001), without necessarily understanding the chemical concepts nor, in fact, needing to think very much at all about the chemical concepts. Therefore, much of the work in physical chemistry research has looked at ways to enhance students' understanding of the chemical concepts and to create conceptual links between physical chemistry and other chemistry knowledge that students have (Towns et al, 1998;Jennings et al, 2007). To this end, many researchers have also explored teaching approaches specific to physical chemistry that will provide increased engagement in the learning process (e.g.…”

Assessing student process skills and providing feedback to enhance learning in analytical chemistry

“…Providing instructional resources in the form of short videos and pre-lab quizzes allows each student to have autonomy over their learning because they have the ability to review the videos and quizzes more than once and at their own pace 167 . Findings from previous research studies show more student autonomy can also increase their positive perceptions about the laboratory [35][36][37][168][169][170] . This study describes the design and implementation of instructional videos in upper-division chemistry labs to improve the student laboratory experience.…”

“…2,[31][32][33][34] Laboratory resources, such as videos, can also aid students in becoming more independent and increase their positive perceptions of the laboratory environment. [35][36][37][38] Investigating students' experiences in the upper-level analytical chemistry laboratory can provide insights as to what students' behaviors are in this environment and how students' own expectations for their learning are supported or hindered by the laboratory environment.…”

“…A TA in this type of class must assist and facilitate multiple student groups completing different experiments during the same lab period. With these challenges in mind, a way to directly engage students with the material pertinent to their individual schedule immediately before they enter the laboratory is needed 35,[166][167] .…”