Atoms-First Curriculum: A Comparison of Student Success in General Chemistry

2013 ◽  
Vol 90 (11) ◽  
pp. 1433-1436 ◽  
Author(s):  
Kevin M. Esterling ◽  
Ludwig Bartels
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Atoms First

Impact of Peer-Focused Recitation To Enhance Student Success in General Chemistry

2019 ◽  
Vol 96 (8) ◽  
pp. 1600-1608 ◽  
Author(s):  
Viveka L. Perera ◽  
Tianlan Wei ◽  
Debra A. Mlsna
Keyword(s):  
General Chemistry ◽  
Student Success

scholarly journals Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry

2018 ◽  
Vol 95 (2) ◽  
pp. 242-247 ◽  
Author(s):  
Sarah Jewett ◽  
Kathy Sutphin ◽  
Tiffany Gierasch ◽  
Pauline Hamilton ◽  
Kathleen Lilly ◽  
...  
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Curricular Alignment

scholarly journals Belonging in general chemistry predicts first-year undergraduates’ performance and attrition

2020 ◽  
Vol 21 (4) ◽  
pp. 1042-1062 ◽  
Author(s):  
Angela Fink ◽  
Regina F. Frey ◽  
Erin D. Solomon
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Sense Of Belonging ◽  
Minority Groups ◽  
First Year ◽  
Psychosocial Variable ◽  
Underrepresented Minority ◽  
Positive Effects ◽  
Stem Disciplines ◽  
The Impact

Feeling a sense of belonging in a learning environment can have positive effects on student success. The impact of this psychosocial variable on undergraduates’ achievement and retention has been demonstrated in STEM disciplines, especially for women within physical sciences where large disparities in gender representation persist. The current study explores the relationship between belonging and student success in undergraduate chemistry, where greater gender parity has recently emerged. In particular, this research investigates the belonging of first-year students enrolled in a two-semester General Chemistry course sequence. The study begins by examining whether students’ early sense of belonging in the course, indexed by two survey measures (perceived belonging, belonging uncertainty) varies depending on their demographics and academic preparation. The belonging measures are then used as predictors of performance in General Chemistry 1 and 2 and attrition from one semester to the next. Paralleling research in other STEM disciplines, the results show that female students, especially those from underrepresented minority groups, reported lower belonging and higher uncertainty than male students within the first weeks of the course. After accounting for demographics, preparation, and participation in a course supplemental program, the belonging measures predicted performance and attrition for all students. These findings suggest that course-level belonging in General Chemistry can have practical consequences for student success, and early disparities in belonging may have downstream effects on the retention of women and other groups underrepresented in STEM. Strategies for creating an inclusive and engaging environment that supports the success of all students are discussed.

Impact of an Atoms-First Approach on Student Outcomes in a Two-Semester General Chemistry Course

2018 ◽  
Vol 95 (10) ◽  
pp. 1711-1716 ◽  
Author(s):  
George Chitiyo ◽  
Darek W. Potter ◽  
Chad E. Rezsnyak
Keyword(s):  
General Chemistry ◽  
Student Outcomes ◽  
Atoms First

scholarly journals Effect of concept cartoons used in teaching the mole concept

2018 ◽  
Vol 5 (6) ◽  
pp. 157-160
Author(s):  
Nimet Akben
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Primary School ◽  
Concept Learning ◽  
Learning Process ◽  
Chemistry Education ◽  
Positive Opinion ◽  
Conceptual Structures ◽  
Structuring Knowledge ◽  
Visual Materials

Visual materials that can be used in classes such as PowerPoint presentations, analogies, documentaries and concept cartoons appeal to more than one sense of students and thus enable them to be more active in the learning process and learn more permanently by structuring knowledge in their minds more easily. In concept cartoons used to discover students’ conceptual structures and develop their comprehension, the intention is to create a discussion environment to reach knowledge by discussions without giving the answers directly. With this purpose, primary school candidates were given a variety of pictures and concept cartoons regarding the mole concept in the general chemistry class in order to explore the effect of these images on the concept learning as well as evaluating their view. This study’s result was parallel to the results of the studies that suggest that concept cartoons are effective on improving student success and developing a positive opinion. Keywords: Concept cartoons, chemistry education, mole concept.

scholarly journals Attitudinal and Mathematical Assessments as Measures of Student Success in a College General Chemistry II Course

2019 ◽  
Vol 119 (2) ◽  
pp. 17
Author(s):  
Larry Kolopajlo
Keyword(s):  
General Chemistry ◽  
Student Success ◽  
Correlation Coefficient ◽  
Student Attitudes ◽  
Mathematics Assessment ◽  
Mathematics Attitudes ◽  
And Mathematics ◽  
Mathematical Skill ◽  
Mathematical Assessments ◽  
Attitudes Toward Chemistry

This study reports results from administering unannounced attitudinal and mathematical assessments to 118 students, at the beginning of the term, in second-semester general chemistry classes (designed for science majors) at Eastern Michigan University. Testing was conducted during the 2010-2011 school year. The question to be answered was: which is more important in determining student course grades, attitudes toward chemistry and mathematics, or mathematical skill? The hypothesis was that attitudes and mathematical skill equally affect final course grade. A modified Wiebe instrument was selected to evaluate student attitudes toward chemistry and mathematics. To evaluate student mathematical skills, this study employed a mathematics assessment developed and performed at the University of Minnesota, and hence will be called the Minnesota Mathematics Assessment or MMA—a 20-question, multiple choice quiz designed for second-semester general chemistry students. Results were inter-correlated to determine what factors influenced student success. This study found a strong correlation between mathematics attitudes and chemistry attitudes, with a Pearson product-moment correlation coefficient (r) of 0.50. Between course grade vs. either chemical attitudes or mathematics attitudes, the r values were 0.25 and 0.23 respectively, showing weak correlations. The correlation of course grade versus total MMA score gave an r value of 0.35, a moderate correlation. Comparison of the current study's MMA results with those of a previous Minnesota study demonstrates that the MMA is reproducible. The correlation coefficient found for course grade vs. total MMA score was comparable to that found in the Minnesota study. Analysis of the 20-question MMA data resulted in a 10-question subgroup whose r = 0.41. Although some gender attitude differences were found, these did not correlate with course grade.

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