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Peer reviewed
Direct linkMitchell, Yancey D.; Ippolito, Jessica; Lewis, Scott E. – Chemistry Education Research and Practice, 2012
Peer-Led Team Learning (PLTL) is a widely disseminated pedagogical reform that employs previously successful undergraduate students, peer leaders, to lead sessions of structured group work in the target class. Numerous studies have evaluated the impact of this reform in various post-secondary chemistry classes. Results from these studies suggest…
Descriptors: Undergraduate Students, Cooperative Learning, Facilitators (Individuals), Chemistry
Lewis, Scott E.; Shaw, Janet L.; Freeman, Kathryn A. – Chemistry Education Research and Practice, 2011
Open-ended assessments, defined as assessments with a large set of possible correct answers, by nature lend themselves to concerns regarding accurate and consistent grading. This article describes one particular open-ended assessment, named Creative Exercises (CE), designed for promoting students' interconnection of concepts in a college general…
Descriptors: Evidence, Concept Mapping, Knowledge Level, Chemistry
Rushton, Gregory T.; Hardy, Rebecca C.; Gwaltney, Kevin P.; Lewis, Scott E. – Chemistry Education Research and Practice, 2008
This study describes the conceptual understanding for a series of fundamental organic concepts by fourth year chemistry students from a midsize, southeastern, state university. Student volunteers (n = 19) participated in semi-structured interviews using a think aloud protocol. The interview questions were eleven multiple choice questions selected…
Descriptors: Organic Chemistry, Interviews, Science Instruction, College Science
