Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 3 |
| Since 2005 (last 20 years) | 3 |
Descriptor
Author
| McNeil, Anne J. | 3 |
| Phadke, Sameer | 3 |
| Zurcher, Danielle M. | 3 |
| Hall, Ariana O. | 2 |
| Wallace, Rachel L. | 2 |
| Wu, Nancy | 2 |
| Castañeda, Carol Ann | 1 |
| Coppola, Brian P. | 1 |
| Kubo, Tomohiro | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 3 |
| Postsecondary Education | 3 |
Audience
Location
| Michigan | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWu, Nancy; Kubo, Tomohiro; Hall, Ariana O.; Zurcher, Danielle M.; Phadke, Sameer; Wallace, Rachel L.; McNeil, Anne J. – Journal of Chemical Education, 2020
Although teaching laboratories offer students the opportunity to act and think like chemists, in many cases students simply follow written procedures to generate predetermined outcomes. In recent years, there has been a movement toward inquiry-, problem-, and discovery-based learning. In a similar vein, the first-semester introductory organic…
Descriptors: Organic Chemistry, College Science, Introductory Courses, Laboratory Experiments
Wu, Nancy; Hall, Ariana O.; Phadke, Sameer; Zurcher, Danielle M.; Wallace, Rachel L.; Castañeda, Carol Ann; McNeil, Anne J. – Journal of Chemical Education, 2019
Introductory-level laboratory courses provide students with hands-on experience using the discipline's tools and theories. These courses often rely on recipe-based experiments due to the constraints of large enrollments, short lab periods, and the desire to minimize complexity. In addition, covering a breadth of topics can lead to a fragmented…
Descriptors: Science Instruction, Learning Strategies, Undergraduate Students, Laboratory Experiments
Zurcher, Danielle M.; Phadke, Sameer; Coppola, Brian P.; McNeil, Anne J. – Journal of Chemical Education, 2016
Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that…
Descriptors: College Science, Undergraduate Study, Feedback (Response), Homework
