NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rodriguez, Jon-Marc G.; Bain, Kinsey; Hux, Nicholas P.; Towns, Marcy H. – Chemistry Education Research and Practice, 2019
Problem solving is a critical feature of highly quantitative physical science topics, such as chemical kinetics. In order to solve a problem, students must cue into relevant features, ignore irrelevant features, and choose among potential problem-solving approaches. However, what is considered appropriate or productive for problem solving is…
Descriptors: Science Instruction, Problem Solving, Chemistry, Kinetics
Peer reviewed Peer reviewed
Direct linkDirect link
Neill, Connor; Cotner, Sehoya; Driessen, Michelle; Ballen, Cissy J. – Chemistry Education Research and Practice, 2019
It is critical that we understand and address features of learning environments that encumber students historically underrepresented in STEM fields. Here we consider social elements of group work that can either support or impede learning. We tracked gender-bias in student--teaching assistant (TA) interactions in 184 small groups across 27…
Descriptors: STEM Education, Gender Bias, Teaching Assistants, Teacher Student Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Wheeler, Lindsay B.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L. – Chemistry Education Research and Practice, 2019
Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how to support TAs to implement reform-based teaching in undergraduate settings, and in particular, what factors may influence TAs' motivation to teach within reform-based instructional contexts.…
Descriptors: Undergraduate Study, College Science, Science Instruction, Teaching Assistants
Peer reviewed Peer reviewed
Direct linkDirect link
DeCocq, Victoria; Bhattacharyya, Gautam – Chemistry Education Research and Practice, 2019
We report our qualitative study of twenty-four students enrolled in the second-semester of a second-year undergraduate (sophomore-level) organic chemistry course, Organic Two. We asked the research participants to propose the product and electron-pushing mechanism of elementary mechanistic steps in the absence and presence of the corresponding…
Descriptors: Organic Chemistry, Undergraduate Students, College Science, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Veiga, Nicolas; Luzardo, Florencia; Irving, Kenneth; Rodriguez-Ayan, Maria N.; Torres, Julia – Chemistry Education Research and Practice, 2019
As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental…
Descriptors: Chemistry, Science Instruction, Laboratory Experiments, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Gilewski, Alex; Mallory, Emily; Sandoval, Matthew; Litvak, Mikhail; Ye, Li – Chemistry Education Research and Practice, 2019
This study developed and implemented a learner-centered assessment named Creative Exercises (CEs) in introductory chemistry courses at a four-year university and a two-year community college. CEs were developed and implemented as an intervention for treatment groups. The control groups only used traditional assessments such as multiple-choice and…
Descriptors: Chemistry, Science Instruction, Introductory Courses, Community Colleges