Who Wants to Be a (Chemical) Millionaire?

Deavor, James P.

doi:10.1021/ed078p467

Cited by 16 publications

(10 citation statements)

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“…In addition, classes enjoy reviews based on popular TV game shows, such as Jeopardy or Who Wants To Be a Millionaire? (16)(17)(18)). Berk's book Professors Are from Mars, Students Are from Snickers is a very useful resource for instructors who want to incorporate low-risk humor into lectures or presentations.…”

Section: W Wh Ha At T K Ki In Nd Ds S O Of F H Hu Um Mo or R W Wo Or mentioning

confidence: 99%

AC Educator: Using Humor to Teach

Lucy

2002

Anal. Chem.

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Section: W Wh Ha At T K Ki In Nd Ds S O Of F H Hu Um Mo or R W Wo Or mentioning

confidence: 99%

AC Educator: Using Humor to Teach

Lucy

2002

Anal. Chem.

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“…Jeopardy and Who Wants to Be a Millionaire? , for example, have been used in chemistry courses. , The familiarity of such game shows’ formats and rules makes it easier for students to understand what is potentially required from them in both the educational activity and assessment. Moreover, through the competitive nature of game-playing, students often find themselves taking greater responsibility for their learning.…”

Section: Introductionmentioning

confidence: 99%

Work-Integrated Learning: A Game-Based Learning Activity That Enhances Student Employability

Ponikwer

Patel

2021

J. Chem. Educ.

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Enhancing student employability is a key aspect of any chemistrybased degree; however, embedding such activities in the curriculum is often challenging. Placements (internships in the USA) or experiential visits are the most widely used approach, but these are not always inclusive. Work-integrated learning (WIL), the practice of combining traditional academic study or formal learning with student exposure to the world-of-work, is widely seen as an alternative approach to provide key employability skills. Our study utilizes a game-based learning activity based on the TV show The Apprentice to conduct WIL. Working in teams, students evaluated the performance of two different chromatography analytical columns and are asked to generate various marketing materials to highlight the performance of one column over the other. This included creating an infomercial and marketing flyer before finally pitching their findings to an expert panel. This activity provided a creative platform for students to showcase a range of employability skills, which they reflected upon immediately afterward and a year after graduating. Students indicated that the real-life work-based content of this specific activity significantly enhanced their employability and helped them secure a job. This educational WIL can be modified for any discipline of chemistry, providing a unique and inclusive way to provide a vast array of skills to enhance employability.

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“…Inspired by previous examples using TV quiz show games, such as Who wants to be a chemical millionaire? [1,13], we implemented a tuned version of it in two analytical subjects. Before attendance to the revision gaming classes, students were previously trained during theory sessions in handling different response platforms and in the type of questions they can expect.…”

Section: Introductionmentioning

confidence: 99%