Designing an Active Learning Physical Chemistry Course Using Best Practices

2018 ◽  
pp. 115-130
Author(s):  
Jodye I. Selco
Keyword(s):  
Physical Chemistry ◽  
Active Learning ◽  
Best Practices

A Framework for Engineering Dissection Exercise Creation and Implementation

2009 ◽  
Author(s):  
Kathleen M. Hart ◽  
Steven B. Shooter ◽  
Charles J. Kim
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Reverse Engineering ◽  
Engineering Education ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Rigorous Approach ◽  
Engineering Activity ◽  
Hands On ◽  
Different Levels

Hands-on product dissection and reverse engineering exercises have been shown to have a positive impact on engineering education, and many universities have incorporated such exercises in their curriculum. The CIBER-U project seeks to examine the potential to utilize cyberinfrastructure to enhance these active-learning exercises. We have formulated a framework for product dissection and reverse engineering activity creation to support a more rigorous approach to assessing other exercises for satisfaction of the CIBER-U project goals and adapting the best practices. This framework is driven by the fulfillment of learning outcomes and considers the maturity of students at different levels. Prototype exercises developed with the framework are presented. The approach is sufficiently general that it can be applied to the consideration and adaption of other types of exercises while ensuring satisfaction of the established goals.

The Future of Technology Enhanced Active Learning

2008 ◽  
pp. 348-375 ◽  
Author(s):  
Claus Pahl ◽  
Claire Kenny
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Process ◽  
Knowledge Construction ◽  
Active Participation ◽  
Learning By Doing ◽  
Learning Systems ◽  
Active Involvement ◽  
Future Developments ◽  
The Future

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learner-content interaction, is a central aspect of technology- enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined, and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap.

Integrated Accounting Principles: A Best Practices Course for Introductory Accounting

2011 ◽  
Vol 27 (1) ◽  
pp. 247-266 ◽  
Author(s):  
D. Lee Warren ◽  
Marilyn N. Young
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Strategies ◽  
Learning Goals ◽  
Accounting Profession ◽  
Business Press ◽  
Accounting Principles ◽  
Introductory Accounting ◽  
Innovative Learning ◽  
High Level

ABSTRACT For many years, the accounting profession has encouraged accounting educators to rethink the introductory accounting principles courses. In response, accounting educators have developed strategies for enhancing the first courses, including: a new sequence for the course topics, active learning pedagogies, an emphasis on critical thinking, use of simulations, use of articles from the business press, and a reduced emphasis on debits and credits. Individually, each of these innovations moves us closer to the ideal course envisioned by the leaders in the profession, but what if all of these innovations were combined into the learning goals of a single principles course? The purpose of this paper is to describe a best practices course entitled “Integrated Accounting Principles” (IAP). This course focuses on accounting knowledge and skills development in the learning goals, and is taught with an active learning pedagogy in a six-hour format. This course draws on many innovative learning strategies from the accounting and education literature, as well as a few new and adapted tactics. In addition, the course is aligned with the goals outlined by the accounting profession and encourages a high level of student engagement.

Best Practices for the Think-Pair-Share Active-Learning Technique

2017 ◽  
Vol 79 (1) ◽  
pp. 3-8 ◽  
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Science Classroom ◽  
Learning Technique

“Think-pair-share” is a widely known active-learning technique. I summarize some of the best practices to use and some pitfalls to avoid when designing a think-pair-share activity for the classroom. Describing a think-pair-activity that I used to teach about biotechnology, I discuss question writing, logistics, assessment, and useful applications of think-pair-share in the science classroom.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

“Food (Not) from a Truck”

2021 ◽  
Vol 25 (1) ◽  
pp. 91-106
Author(s):  
Benjamin E. Zeller
Keyword(s):  
Active Learning ◽  
Cultural Studies ◽  
Best Practices ◽  
Cultural Study ◽  
Learning Strategies ◽  
Food Studies ◽  
Religious Studies ◽  
Key Concepts ◽  
Active Learning Strategies ◽  
Nutritional Studies

Abstract This article charts the major concepts, theoretical and methodological models, and approaches used by teachers and scholars of religion and food, with a focus on how such concepts may be embedded within courses on religion and nature. The article first introduces central topics such as foodways, the food cycle, and some key concepts within the cultural study of religion, nature, and food. Second, it notes how the study of religion, nature, and food requires drawing from the tools of food studies, religious studies, diet/nutritional studies, and cultural studies, among others. Finally, the article offers some best practices in terms of how to teach the topic, focusing on active learning strategies. The article proposes that because everyone eats, the topic of religion, nature, and food is a unique way to engage students, helping them think critically about an otherwise unexamined but pervasive aspect of life.

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

Active learning in engineering education. A review of fundamentals, best practices and experiences

2019 ◽  
Vol 13 (3) ◽  
pp. 909-922 ◽  
Author(s):  
Marcela Hernández-de-Menéndez ◽  
Antonio Vallejo Guevara ◽  
Juan Carlos Tudón Martínez ◽  
Diana Hernández Alcántara ◽  
Ruben Morales-Menendez
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Engineering Education
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