P923: Arts inclusion in general chemistry
: Tyler Weaver, The Ohio State University, USA
Co-Author: Rebecca Ricciardo and Ted Clark, The Ohio State University, USA
Time: 5:15 PM – 6:30 PM
Related Symposium: S33
Arts integration as an approach to teaching and learning uses fine, or performing arts to improve learning. At all levels, from K-12 through higher education, engaging students in experiential learning, promoting creativity, and increasing interest and enthusiasm are common goals that arts integration has potential to support. Undergraduate general chemistry courses are long overdue for addressing such aims, and the inclusion of art may be fruitful. The focus of this presentation is on an in-lab painting experience that is paired with a multi-week investigation of inorganic paint pigments and culminates with an interactive community display of art and science. Student perspectives of this experience will be examined, along with the logistical framework that allows one thousand general chemistry students to become “artists” in the lab.
P590: Using interactive simulations to introduce molecular spectroscopy to upper-level inorganic students
: Alycia Palmer, The Ohio State University, USA
Co-Author: Ted Clark and Rebecca Ricciardo, The Ohio State University, USA
Time: 3:40 PM – 4:00 PM
Room: MAK B1100
Related Symposium: S44
Students in upper-level labs frequently have access to research-quality instrumentation, smaller class sizes, and work with better-trained Teaching Assistants, yet the laboratory instruction is often expository rather than exploratory. One reason for this is that few existing interactive activities are tailored for an advanced audience. In this presentation we describe the use of a computer simulation in an upper-level inorganic course to introduce the topic of molecular spectroscopy. The PhET simulation “Molecules and Light” allows students to visualize vibrations, rotations, and excitations for a variety of molecule and wavelength combinations. In an accompanying activity students record their observations and seek to rationalize which properties of a molecule lead to a particular response. Here, we will share instructor observations of the students working through the activity as well as an evaluation of the students’ performance based on their ability to determine the activity of a molecule not in the simulation.
P588: Large-scale use of PhET Interactive Simulations in general chemistry
: Ted Clark, The Ohio State University, USA
Time: 2:45 PM – 3:05 PM
Room: MAK B1100
Related Symposium: S44
PhET interactive simulations (http://phet.colorado.edu) are growing in popularity in high school and undergraduate settings, including in-class, in-lab, and outside of class implementation. These simulations typically allow the user to explore phenomena in a dynamic manner and receive instant feedback. Inclusion of symbolic, particle-level, and macroscopic representations makes many simulations well-suited for supporting conceptual understanding and model development in General Chemistry. Pedagogical approaches, along with logistical constraints and affordances accompanying the use of PhET simulations, will be discussed when the simulations are used in large-enrollment courses. Student perspectives on simulation use, along with an examination of conceptual understanding, will be discussed.
P135: Teachers as species: Survive, interact, adapt, and thrive
: Neil T. Reimer, Muchin College Preparatory, USA
Co-Author: Leah A. Bertke, Gordon Tech College Preparatory, USA; Brian C. Hayes, Taft High School, USA; Eleanor D. Flanagin, Senn High School, USA; Patrick L. Daubenmire, Adam Tarnoff, Charles Bilodeau and Mary T. van Opstal, Loyola University Chicago, USA
Time: 11:10 AM – 11:30 AM
Room: MAK BLL 126
Related Symposium: S5
The adage, “The only constant is change,” is often used to describe the state of perpetual reform in urban schools. While some change can be good, constant change can create challenges for the teaching profession (Fung, 2012). While much must be done to combat instability (Payne, 2008), it is also necessary to better prepare teachers to cope with change. This requires “adaptable expertise,” the ability to excel in both routine and unpredictably shifting conditions (Clark &Feldon, 2008). Developing the robust ability to be adapters (Brown, 2004) in these environments, we argue, is a central component for success and longevity in the field of teaching. In this presentation, four experienced urban teachers share their reflections. These teachers have participated in two aligned professional development programs developed by Loyola University Chicago. Key characteristics of these programs include: (1) long-term teacher participation; (2) sustained relationships with mentors and peers; (3) equal emphasis on constructing knowledge and applying/refining knowledge in classroom practice; (4) adaptable instructional resources that are open-ended enough to encourage flexible use but structured enough to support fidelity of implementation (Brown, 2004); (5) emphasis on sound reasoning over “correct” solutions; and (6) a professional learning community that reinforces shared personal and professional values that remain stable despite external change. Teachers will trace their experiences with these programs, underscoring connections to program elements, and share thoughts about why these elements may be supporting their own longevity in the profession.