The Use of Active Learning and a Symbolic Math Program in a Flipped Physical Chemistry Course

2016 ◽  
pp. 29-54 ◽  
Author(s):  
Lisa M. Goss
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Math Program

Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 520-532 ◽  
Author(s):  
Julie Donnelly ◽  
Florencio E. Hernández
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Phenomenological Study ◽  
Student Experiences ◽  
Learning Space ◽  
Active Learning Strategies

Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.

Student Active Learning Methods in Physical Chemistry

2001 ◽  
Vol 78 (1) ◽  
pp. 93 ◽  
Author(s):  
Robert J. Hinde ◽  
Jeffrey Kovac
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Learning Methods

scholarly journals A software tool for simulating practical chemistry

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
David Povey ◽  
James Bennett
Keyword(s):  
Physical Chemistry ◽  
Inorganic Chemistry ◽  
Active Learning ◽  
Computer Simulations ◽  
Software Tool ◽  
High Quality ◽  
Laboratory Exercise ◽  
Experimental Parameters ◽  
Laboratory Procedures ◽  
Kinetics Of

The field of 'active learning' is growing rapidly in many areas and high-quality software that allows the student to interact with a particular environment is now becoming commonplace. Chemistry is no exception and one area that has seen extensive development is the use of computer simulations of laboratory procedures used either as a preparation for laboratory work or to carry out a virtual investigation. In the former case, Nicholls (1999) describes a range of software providing pre-laboratory support for a range of firstyear undergraduate inorganic chemistry experiments. Using these computer programs, students work at their own rate on material presented through graphics, animations, simple calculations, tests and questions prior to carrying out the actual laboratory exercise. It is claimed that this approach'encourages students to evaluate critically procedures and results by ensuring that they think beforehand about the tasks they will be performing subsequently in the actual laboratory class. Garratt (1997) describes a different approach, predominantly in the areas of physical chemistry and biochemistry, giving students the opportunity to design 'virtual investigations' and to process and interpret the resulting data. For example, students are asked to choose a set of experimental parameters to allow the kinetics of a particular enzyme (randomly generated from 150,000 hypothetical examples) to be investigated.DOI:10.1080/0968776000080205 

scholarly journals Using active learning methodologies in physical chemistry in CLIL contexts

2016 ◽  
Vol 3 (1) ◽  
pp. 71 ◽  
Author(s):  
David Recatalá
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Experience ◽  
Global Learning ◽  
Learning And Teaching ◽  
European Universities ◽  
The Subject ◽  
Students Satisfaction

<p class="Textoindependiente21">One of the main objectives of the European Higher Education Area (EHEA) is to promote a change toward a student-centred education model. This fact has led to the implementation of novel methodologies based on active learning, aimed at engaging students’ interest. This implementation has been usually accompanied by significant changes in both the teaching and learning processes in European universities. Furthermore, teaching a subject through the medium of a foreign language has also been gaining attention over the past few years. More specifically, this approach commonly known as Content and Language Integrated Learning (CLIL) has been employed for the simultaneous learning of content and English in a number of European countries. In this contribution we report on the active learning methods implemented in a Physical Chemistry course, as well as the efforts devoted to Content and English Language Integration in this subject. This research analyses a series of factors that can contribute to the global learning and teaching experience when both active learning and CLIL are implemented in the Physical Chemistry classroom. Some examples of them include changes in attitudes towards the subject, engagement and motivation during the course, perception of English learning, and in general, students’ satisfaction with the learning process.</p>

A randomized controlled trial of an online, modular, active learning training program for behavioral activation for depression.

2017 ◽  
Vol 85 (8) ◽  
pp. 814-825 ◽  
Author(s):  
Ajeng J. Puspitasari ◽  
Jonathan W. Kanter ◽  
Andrew M. Busch ◽  
Rachel Leonard ◽  
Shira Dunsiger ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Active Learning ◽  
Training Program ◽  
Behavioral Activation ◽  
Controlled Trial ◽  
Randomized Controlled
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