ERIC Number: EJ1093687
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
Reference Count: 31
The Stepping Stone Approach to Teaching Chemical Information Skills
Yeagley, Andrew A.; Porter, Sarah E. G.; Rhoten, Melissa C.; Topham, Benjamin J.
Journal of Chemical Education, v93 n3 p423-428 Mar 2016
Information literacy is of paramount importance to any successful research program. Information techniques and skills should be infused throughout a student's undergraduate curriculum rather than being the focus of a single course. To this end, we have created several courses, beginning in the first year, where students review current scientific literature, design experiments, collect and analyze data, and disseminate their findings in both written and oral formats. At the completion of this sequence of courses, students have a greater understanding of all aspects of chemical research from identification of reliable sources through articulation of their findings. Details about the creation and implementation of the Stepping Stone Approach to chemical information literacy are discussed within.
Descriptors: Information Literacy, Chemistry, Science Instruction, Undergraduate Study, College Science, Scientific Research, Student Research, Research Skills, Teaching Methods, Science Experiments, Science Curriculum
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia