P623: Making connections for our students and ourselves: Panel discussion

Author: Sandra Laursen, University of Colorado Boulder , USA

Co-Author:

Date: 8/5/14

Time: 4:20 PM4:40 PM

Room: MAK A1117

Related Symposium: S50

A panel of ChemConnections community members will reflect on how their work as module developers, teachers and leaders has affected their intellectual and professional paths.

P618: “I can talk about them forever”: Student responses to ChemConnections modules

Author: Sandra Laursen, University of Colorado Boulder , USA

Co-Author:

Date: 8/5/14

Time: 2:25 PM2:45 PM

Room: MAK A1117

Related Symposium: S50

I will review evidence from education research about student outcomes of courses taught with ChemConnections modules in comparison to traditionally taught chemistry courses. Evidence from a multi-component comparative study (Gutwill-Wise, 2001) at two institutions shows that modular chemistry students outperformed comparative students on tests of conceptual chemistry content and scientific thinking. Modular students also better retained the material into the next course. Data from a large interview study shows how these gains were secured, highlighting the role of real world contexts, communication and inquiry in helping students learn in deep and lasting ways. Indeed, test data showed that modular students better retained the material into the next course-yet student doubts about their preparation for the next course point to the importance of instructor scaffolding in ensuring that students not only learn but feel confident about their learning. Especially when placed in context of educational research studies of authentic STEM learning for more advanced students, these results highlight the value of giving students an early start on learning chemistry concepts and building scientific skills through inquiry into authentic real-world problems and “doing chemistry as chemists do it.”