P605: Combining lecture demonstrations, computer simulations, clicker questions using a guided-inquiry approach to provide an opportunity for students to increase their conceptual understanding of topics in general chemistry
: David Randy Sullivan, University of Oregon, USA
Co-Author: Deborah Berkshire Exton and Thomas J. Greenbowe, University of Oregon, USA
Time: 4:20 PM – 4:40 PM
Room: MAK BLL 126
Related Symposium: S47
Lecture demonstrations continue to play a role in the college general chemistry curriculum. We have developed a series of interactive in-class activities for teaching the following topics: classification of chemistry reactions, gas laws and the kinetic molecular theory, phase changes for carbon dioxide, solubility and intermolecular forces, trends in reactivity of metals, and factors influencing rates of reactions. We use a guided-inquiry approach to our lecture demonstrations. Each lecture demonstration is integrated into the class activities. Prior to each of the demonstrations, students are asked to predict what will happen using clickers. Computer simulations of the demonstration at the particulate nature of matter are shown and then students observe the demonstration (exploration phase). Students are then introduced to the concept. Students apply their knowledge in a slightly different context (application phase). Our presentation will show how the clicker questions, demonstrations and computer animations are presented to students. We will also discuss preliminary data on the effectiveness of this approach comparing students’ performance on the clicker questions to their performance on conceptual questions on the hour exams and final exams.
P584: Embedding learning theory instruction In a peer-learning program
: Randy Sullivan, University of Oregon, USA
Time: 2:45 PM – 3:05 PM
Room: LOH 174
Related Symposium: S42
In the Fall 2014 quarter, several incoming sophomore peer-learning assistants (PLAs) in the University of Oregon Chemistry and Biochemistry Department’s peer-learning program for general chemistry students opted to enroll in a one-credit senior level workshop course, “Peer-Led Learning in Chemistry.” In this course, we investigated current topics in learning theory and pedagogical techniques including attribution theory, Bloom’s taxonomy, self-efficacy theory, Piaget’s developmental stages, vicarious learning, and metacognitive theory. We then discussed the implications of these theories and best practices as relevant for the peer-learning context. Students/PLAs then applied these practices in their peer-learning sessions and recorded their observations in weekly online journaling assignments. Students/PLAs were also encouraged to teach the theory and practices to the client-students who attended their peer-learning sessions. Results of this pilot program relating to student success will be presented and discussed, along with plans for future development and expansion.