{"title":"Shifting Perspectives: A Community-Based Learning Science Outreach Course That Engages Undergraduate Metacognition through Midsemester Redesign","authors":"L. Gaby Avila-Bront*, ","doi":"10.1021/acs.jchemed.4c0065610.1021/acs.jchemed.4c00656","DOIUrl":null,"url":null,"abstract":"<p >The content and implementation of a one-credit course with built-in science outreach to the community partner, Girls, Inc., is described herein. This community-based learning (CBL) course aims at developing the undergraduates’ ability to plan, monitor, evaluate, and adjust to new learning environments by reflecting on their own learning and also to define their scientific identities. The course delivery is divided into five Training and Preparation sessions, seven Community Partner Interaction sessions, and two Assessment sessions. Throughout the semester, the participating students reflected on their experiences and contextualized the outreach within the educational theories discussed. Student feedback indicated a shift in the undergraduate students’ bias on gender in science, and the <i>appreciation</i> to have the opportunity for metacognitive reflection.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 4","pages":"1436–1444 1436–1444"},"PeriodicalIF":2.5000,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00656","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://pubs.acs.org/doi/10.1021/acs.jchemed.4c00656","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
The content and implementation of a one-credit course with built-in science outreach to the community partner, Girls, Inc., is described herein. This community-based learning (CBL) course aims at developing the undergraduates’ ability to plan, monitor, evaluate, and adjust to new learning environments by reflecting on their own learning and also to define their scientific identities. The course delivery is divided into five Training and Preparation sessions, seven Community Partner Interaction sessions, and two Assessment sessions. Throughout the semester, the participating students reflected on their experiences and contextualized the outreach within the educational theories discussed. Student feedback indicated a shift in the undergraduate students’ bias on gender in science, and the appreciation to have the opportunity for metacognitive reflection.
期刊介绍：
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
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