Keyword: chemistry education research
3 results found.
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2247, https://doi.org/10.21601/ijese/10966
ABSTRACT: Chemistry is considered difficult to students to learn because many of its concepts are abstract in nature and require visualization at the sub-microscopic level of representation. Physics Education Technology (PhET) offers students the ability to understand and relate both chemical systems and what is happening at the sub-microscopic level through dynamic visualization. Simulations like PhET can be used as a powerful transformative tool for the teaching and learning of science. The research design and paradigm goal is to investigate the students’ perceptions on the impact of PhET simulations on their learning and attitudes and to identify PhET’s most helpful features. The data gathering tool in this research project is a survey that comprised of Likert-type and open-ended questions that was handed out to students who have completed General Chemistry II and were acquainted with PhET simulations as part of their laboratory sessions. The research took place at the City College of New York, an urban, minority serving, and public college. The number of research participants is 158. The implications of the research findings are PhET interactive simulations have an overall positive impact on students’ attitudes and perceptions about learning, PhET simulations promote students’ development of conceptual understanding of chemistry concepts and content, PhET simulations seem to promote and facilitate learning and understanding of abstract concepts, and PhET simulations furnish learning opportunities that otherwise cannot be attained in a traditional laboratory setting. The data presented in this paper support the notion that there is a need to update and modify general chemistry laboratories to reflect emerging technologies such as PhET interactive simulations.
The Impact of Supplemental Instruction on the Learning Achievements and Attitudes of Organic Chemistry Students
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(2), e2232, https://doi.org/10.21601/ijese/9330
ABSTRACT: Supplemental Instruction (SI) has been a successful implementation into Colleges and Universities across the globe. SI has been found to reduce attrition and improve learning and success rate among participating students. At the City College of New York, we recently implemented SI into Organic Chemistry I courses to further support struggling students with the content and concept learning of Organic Chemistry, which is considered a difficult course with a high attrition rate. Our motivation for this research was to examine the impact of SI integration in a large lecture format Organic Chemistry course while assisting students learn and succeed in this challenging course. The objective of this research is to examine whether supplemental instruction (SI) impacts participants’ learning achievement, attitudes, and learning competencies. The experimental design was based on a quasi-experimental approach which included a questionnaire of open-ended and Likert-scaled questions that was distributed to SI participants, and SI participants’ grades were compared to the grades of non-SI participants. Data suggest that integrating Supplemental Instruction (SI) into Organic Chemistry courses positively impacts students’ attitudes towards the content and experience in the course, helps them better understand concepts and materials, improves students’ problem-solving skills, and is effective in improving students’ achievement, success, and the learning. SI participants had an overall passing average of 81%, compared to about 50% for non-SI participants. SI participation provided the participants with a unique and individualized learning experience that resulted in an enhanced conceptual understanding.
Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(4), e2221, https://doi.org/10.29333/ijese/8543
ABSTRACT: The importance of providing students with opportunities to solve problems and providing them with feedback on their learning cannot be underscored. Providing individualized feedback to students in large enrollment classes, such as general chemistry, is an impossible task for instructors. Online homework provides a solution to this problem. College faculty have overall been supportive of online homework and learning resources because it reduces the time they spend grading, entering grades, and returning paper-based homework especially that the class sizes have been steadily increasing over the past several years. The purpose of this paper is to study students’ perceptions about the usefulness of online homework, the role it plays in improving their problem solving skills and study habits, and the effect it has on their attitudes and learning. Data was collected using a Likert-type and open-ended questionnaire from students enrolled in general chemistry courses. Our data suggests that online homework had a positive impact on students’ perceptions, attitudes, learning experiences, understanding, and learning outcomes. It also increased the amount of time on tasks for students which has the benefit of meaningful learning, engagement in the content, and achievement. Finally, our data suggests that online homework contributed to students’ improved active engagement in the course, study habits, and understanding.