普通化学两种主动学习方法的比较研究

IF 2.5 3区 教育学 Q2 CHEMISTRY, MULTIDISCIPLINARY
Lesa Tran Lu, Katherine A. Clements, Carrie A. Obenland, Kristi Kincaid, Ashlyn H. Munson and John S. Hutchinson*, 
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引用次数: 0

摘要

主动学习已经被证明可以提高学生在STEM(科学、技术、工程和数学)课程中的学习成果和参与度,这促使许多教师将更多的主动学习技巧融入他们的课堂。在过去的三十年里,莱斯大学(Rice University)一直采用这样一种方法来教授普通化学,即将苏格拉底对话与基于概念发展研究方法的课程相结合。近年来,我们还开发并分析了Rice以学生为中心的主动学习(SCALAR)方法的有效性,该方法将定期的小组讨论纳入苏格拉底式对话。在这里,我们报告了一项并排研究,直接比较了这两种主动学习教学法如何影响三种不同学生群体的结果:沉默与发声的学生,女生与男生,第一代学生与延续一代学生。我们发现两种主动学习教学法对所有队列的学生都产生了显著的学习收益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Comparative Study of Two Active Learning Approaches for General Chemistry

A Comparative Study of Two Active Learning Approaches for General Chemistry

Active learning has been shown to increase student learning outcomes and engagement in STEM (Science, Technology, Engineering, and Mathematics) courses, which has prompted many instructors to integrate more active learning techniques into their classrooms. For the past three decades at Rice University, General Chemistry has been taught using one such approach that combines Socratic dialogue with a curriculum based on the Concept Development Study method. In recent years, we have also developed and analyzed the effectiveness of the Student-Centered Active Learning at Rice (SCALAR) approach, which incorporates regular small group discussions into Socratic dialogue. Here, we report on a side-by-side study directly comparing how these two active learning pedagogies impact the outcomes of three different sets of student groups: silent versus vocal students, female versus male students, and first-generation students versus continuing-generation students. We found that both active learning pedagogies produced significant learning gains for students in all cohorts.

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来源期刊
Journal of Chemical Education
Journal of Chemical Education 化学-化学综合
CiteScore
5.60
自引率
50.00%
发文量
465
审稿时长
6.5 months
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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