Active Learning in General Chemistry: Whole-Class Solutions

2019 ◽  
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Whole Class

ChemEscape: Educational Battle Box Puzzle Activities for Engaging Outreach and Active Learning in General Chemistry

2019 ◽  
Vol 97 (1) ◽  
pp. 125-131 ◽  
Author(s):  
Marissa L. Clapson ◽  
Brian Gilbert ◽  
Vivian J. Mozol ◽  
Shauna Schechtel ◽  
Judy Tran ◽  
...  
Keyword(s):  
General Chemistry ◽  
Active Learning

Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades

2016 ◽  
Vol 17 (1) ◽  
pp. 197-208 ◽  
Author(s):  
Jack F. Eichler ◽  
Junelyn Peeples
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Student Response ◽  
Collaborative Group ◽  
Grade Point ◽  
Science Courses ◽  
Introductory Science ◽  
Large Enrollment

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.

scholarly journals Investigating Small-Group Cognitive Engagement in General Chemistry Learning Activities Using Qualitative Content Analysis and the ICAP Framework

2021 ◽  
Author(s):  
Safaa Y. El-Mansy ◽  
Jack Barbera ◽  
Alissa J. Hartig
Keyword(s):  
General Chemistry ◽  
Content Analysis ◽  
Active Learning ◽  
Small Group ◽  
Small Groups ◽  
Qualitative Content Analysis ◽  
Cognitive Engagement ◽  
Learning Activities ◽  
Chemistry Learning

The level of students’ engagement during active learning activities conducted in small groups is important to understanding the effectiveness of these activities. The Interactive-Constructive-Active-Passive (ICAP) framework is a way to...

Metacognition and Active Learning Combination Reveals Better Performance on Cognitively Demanding General Chemistry Concepts than Active Learning Alone

2020 ◽  
Vol 97 (7) ◽  
pp. 1832-1840 ◽  
Author(s):  
Jacinta M. Mutambuki ◽  
Mwarumba Mwavita ◽  
Caroline Z. Muteti ◽  
Brooke I. Jacob ◽  
Smita Mohanty
Keyword(s):  
General Chemistry ◽  
Active Learning

Active Collaborative Learning Through Remote Tutoring

2016 ◽  
Vol 32 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Austin U. Gehret ◽  
Lisa B. Elliot ◽  
Jonathan H. C. MacDonald
Keyword(s):  
General Chemistry ◽  
Active Learning ◽  
Collaborative Learning ◽  
Hard Of Hearing ◽  
Student Population ◽  
Case Study Approach ◽  
Study Approach ◽  
Exploratory Case Study ◽  
Research Questions

An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session’s efficiency and the ability of students to actively participate in remote tutoring.

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