TIGER

Journal Articles: 450 results
Effectiveness of Facilitating Small-Group Learning in Large Lecture Classes  D. C. Lyon and J. J. Lagowski
Presents the results of a study investigating the effectiveness of peer-led, small-group discussions associated with a large general chemistry course taught in a traditional lecture format.
Lyon, D. C.; Lagowski, J. J. J. Chem. Educ. 2008, 85, 1571.
Learning Theories |
Student-Centered Learning
A Service-Learning Project Based on a Research Supportive Curriculum Format in the General Chemistry Laboratory  John H. Kalivas
This general chemistry laboratory course assigns a first-semester project that requires students to develop their own guided-inquiry discovery-formatted lab and a second-semester service-learning project that entails creating an interactive concept-discovery activity for use in a kindergarten through sixth grade class.
Kalivas, John H.; Kalivas, John H. J. Chem. Educ. 2008, 85, 1410.
Learning Theories |
Undergraduate Research |
Student-Centered Learning
Optimizing the Use of Personal Response Devices (Clickers) in Large-Enrollment Introductory Courses  Klaus Woelk
This taxonomy of clickerselectronic devices with which students can remotely submit responses to questions posed by a teacherclassifies their use into two general categories. The first involves probing class attendance, preparedness, and subject matter interest, while the second pertains to the enhancement of conceptual understanding and content mastery.
Woelk, Klaus. J. Chem. Educ. 2008, 85, 1400.
Descriptive Chemistry |
Learning Theories |
Nonmajor Courses |
Student-Centered Learning
The Effect of LearnStar on Student Performance in Introductory Chemistry  Kent A. Chambers and Bob Blake
This study finds that supplementary instruction with a computer-based learning system helped students to perform higher on classroom exams, improved overall course grades, and lowered failures, withdrawals, and the percentage of successful students who elected not to continue their study of chemistry.
Chambers, Kent A.; Blake, Bob. J. Chem. Educ. 2008, 85, 1395.
Learning Theories |
Nonmajor Courses |
Student-Centered Learning
Using Candy Samples To Learn about Sampling Techniques and Statistical Data Evaluation  Larissa S. Canaes, Marcel L. Brancalion, Adriana V. Rossi, and Susanne Rath
This easy, interesting exercise demonstrates important aspects of sampling techniques and explores a simple statistical approach to commonly used parameters, the use of histogram, box-plot and whisker plots, and parametric and non-parametric statistical methods.
Canaes, Larissa S.; Brancalion, Marcel L.; Rossi, Adriana V.; Rath, Susanne. J. Chem. Educ. 2008, 85, 1083.
Learning Theories |
Mathematics / Symbolic Mathematics |
Quantitative Analysis
Concept Learning versus Problem Solving: A Cognitive Difference  Mark S. Cracolice, John C. Deming, and Brian Ehlert
94 students in a first-term general chemistry course were tested with paired algorithmicconceptual questions. Results showed that success on algorithmic questions was always higher than on conceptual questions and variation in scientific reasoning skills is one cause of the gap between algorithmic and conceptual problem-solving ability.
Cracolice, Mark S.; Deming, John C.; Ehlert, Brian. J. Chem. Educ. 2008, 85, 873.
Learning Theories |
Professional Development |
Constructivism |
Standards National / State
An Assessment of the Effect of Collaborative Groups on Students' Problem-Solving Strategies and Abilities  Melanie M. Cooper, Charles T. Cox, Jr., Minory Nammouz, Edward Case, and Ronald Stevens
Describes the used a suite of software tools and pedagogies of small-group collaboration to assess students' problem-solving strategies and abilities as they change over time. This paper reports the application of these tools to probe the effectiveness of using small group interaction to improve problem solving skills.
Cooper, Melanie M.; Cox, Charles T., Jr.; Nammouz, Minory; Case, Edward; Stevens, Ronald. J. Chem. Educ. 2008, 85, 866.
Learning Theories |
Student-Centered Learning
A Directed Framework for Integrating Ethics into Chemistry Curricula and Programs Using Real and Fictional Case Studies  Ellen R. Fisher and Nancy E. Levinger
This paper presents an approach to using real and fictional case studies with a range of ethical dilemmas appropriate for a variety of venues, from high school to undergraduate summer research programs to workshops with graduate and postdoctoral students.
Fisher, Ellen R.; Levinger, Nancy E. J. Chem. Educ. 2008, 85, 796.
Ethics |
Laboratory Management |
Learning Theories
Degree of Mathematics Fluency and Success in Second-Semester Introductory Chemistry  Doreen Geller Leopold and Barbara Edgar
Students' scores on a diagnostic mathematics assessment administered in an introductory chemistry course required for science and engineering majors were found to correlate with success in the course. Mathematical and pedagogical misconceptions highlighted by these results are discussed, as are possible methods for enhancing students' mathematics skills.
Leopold, Doreen Geller; Edgar, Barbara. J. Chem. Educ. 2008, 85, 724.
Learning Theories |
Mathematics / Symbolic Mathematics |
TA Training / Orientation |
Women in Chemistry
Strategies To Simplify Service-Learning Efforts in Chemistry  Susan Sutheimer
Service-learning is a powerful pedagogy in which community service is an integral part of classroom education. This paper suggests some strategies that can make service-learning more feasible for chemistry programs.
Sutheimer, Susan. J. Chem. Educ. 2008, 85, 231.
Learning Theories |
Nonmajor Courses |
Professional Development |
Student-Centered Learning
Similarity and Difference in the Behavior of Gases: An Interactive Demonstration  Guy Ashkenazi
A demonstration that concurrently exposes differences and similarities in the behavior of two different gases has been designed to bridge the gap between students' understanding at the algorithmicmacroscopic and conceptualmicroscopic levels.
Ashkenazi, Guy. J. Chem. Educ. 2008, 85, 72.
Gases |
Kinetics |
Learning Theories
A Bright Spark: Open Teaching of Science Using Faraday's Lectures on Candles  Mark Walker, Martin Gröger, Kirsten Schlüter, and Bernd Mosler
Faraday's famous lecture series, "The Natural History of the Candle," has been adapted for use in a student-centered setting, where students decide the meaning of what they see and do.
Walker, Mark; Gröger, Martin; Schlüter, Kirsten; Mosler, Bernd. J. Chem. Educ. 2008, 85, 59.
Alkanes / Cycloalkanes |
Learning Theories |
Constructivism |
Student-Centered Learning
OMLeT—An Alternative Approach to Learning Metabolism: Glycolysis and the TCA Cycle as an Example  Charles M. Stevens, Dylan M. Silver, Brad Behm, Raymond J. Turner, and Michael G. Surette
Using PHP Hypertext Preprocessor scripting, the dynamic OMLeT (Online Metabolism Learning Tool) Web site is geared towards different learning styles and allows the student to process metabolic pathways (glycolysis and TCA cycle) via a user-defined approach.
Stevens, Charles M.; Silver, Dylan M.; Behm, Brad; Turner, Raymond J.; Surette, Michael G. J. Chem. Educ. 2007, 84, 2024.
Bioenergetics |
Enzymes |
Learning Theories |
Metabolism |
Proteins / Peptides
Using the Science Writing Heuristic To Improve Students' Understanding of General Equilibrium  James A. Rudd, II, Thomas J. Greenbowe, and Brian M. Hand
This study examines the performance of students using the Science Writing Heuristic approach, which facilitates scientific inquiry by structuring the laboratory notebook in a format that guides students to answer directed questions, on lecture exams and a laboratory practical exam on chemical equilibrium.
Rudd, James A., II; Greenbowe, Thomas J.; Hand, Brian M. J. Chem. Educ. 2007, 84, 2007.
Equilibrium |
Learning Theories |
TA Training / Orientation |
Student-Centered Learning
The "Chemistry Is in the News" Project: Can a Workshop Induce a Pedagogical Change?  Miri Barak, Kathleen M. Carson, and Uri Zoller
Chemistry Is in the News is an innovative project aimed at enhancing higher-order cognitive skills via connecting university-level chemistry to everyday life and real-world issues. In this paper the results of a formative, evaluation case-study concerning the extent to which the goals of the CIITN workshop were attained are reported.
Barak, Miri; Carson, Kathleen M.; Zoller, Uri. J. Chem. Educ. 2007, 84, 1712.
Applications of Chemistry |
Learning Theories |
Professional Development
Using Oral Examination as a Technique To Assess Student Understanding and Teaching Effectiveness  Lee Roecker
This paper discusses the use of oral examinations to assess student understanding and explores examination design, administration, grading, and benefits to instructors and students.
Roecker, Lee. J. Chem. Educ. 2007, 84, 1663.
Group Theory / Symmetry |
Learning Theories
Chemistry, Poetry, and Artistic Illustration: An Interdisciplinary Approach to Teaching and Promoting Chemistry  Ping Y. Furlan, Herbert Kitson, and Cynthia Andes
This article describes a successful interdisciplinary collaboration among chemistry, humanities and English faculty members, who utilized poetry and artistic illustration to help students learn, appreciate, and enjoy chemistry.
Furlan, Ping Y.; Kitson, Herbert; Andes, Cynthia. J. Chem. Educ. 2007, 84, 1625.
Learning Theories |
Student-Centered Learning
CHEMX: An Instrument To Assess Students' Cognitive Expectations for Learning Chemistry  Nathaniel Grove and Stacey Lowery Bretz
Describes the development of CHEMX, a survey instrument that measures an aspect of knowledge about learning known as cognitive expectations. Results include changes in expectations from first-year students to seniors and comparisons between majors and nonmajors and faculty and students.
Grove, Nathaniel; Bretz, Stacey Lowery. J. Chem. Educ. 2007, 84, 1524.
Learning Theories |
Constructivism
Using the Science Writing Heuristic in the General Chemistry Laboratory To Improve Students' Academic Performance  Jason R. Poock, K. A. Burke, Thomas J. Greenbowe, and Brian M. Hand
The results of a longitudinal study indicates that students whose laboratory instructor proficiently implements a laboratory instructional strategy designed to help students do inquiry sciencethe Science Writing Heuristicearn more total points in lecture compared to those with an instructor who does not fully implement the SWH approach.
Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M. J. Chem. Educ. 2007, 84, 1371.
Learning Theories |
Professional Development |
TA Training / Orientation |
Constructivism
Using a Socratic Dialogue To Teach the Mole Concept to Adult Learners  Kevin J. Longo
Provides a brief Socratic dialogue to facilitate students' comprehension of the mole concept.
Longo, Kevin J. J. Chem. Educ. 2007, 84, 1285.
Enrichment / Review Materials |
Learning Theories |
Nonmajor Courses
Effective Use of Demonstration Assessments in the Classroom Relative to Laboratory Topics  David T. Pierce and Thomas W. Pierce
A differential analysis of test-question responses shows that students' improvements are most apparent when the concepts introduced in lecture-based demonstration assessments are not related to an accompanying laboratory exercise.
Pierce, David T.; Pierce, Thomas W. J. Chem. Educ. 2007, 84, 1150.
Learning Theories |
Student-Centered Learning
Enhancing Student Performance in First-Semester General Chemistry Using Active Feedback through the World Wide Web  Kent A. Chambers and Bob Blake
Web-based pre-lecture questions allow the instructor to evaluate students' prior knowledge and understanding of fundamental concepts, while post-lecture questions evaluate how well the class is mastering individual concepts. Data show that this use of student feedback significantly enhances academic performance.
Chambers, Kent A.; Blake, Bob. J. Chem. Educ. 2007, 84, 1130.
Acids / Bases |
Alcohols |
Learning Theories |
Brønsted-Lowry Acids / Bases
"One Firm Spot": The Role of Homework as Lever in Acquiring Conceptual and Performance Competence in College Chemistry  Jordi Cuadros, David Yaron, and Gaea Leinhardt
Reports how different learning opportunities affect achievement in a large college chemistry class that makes use of authentic problem-solving activities supported by scenarios and virtual laboratories.
Cuadros, Jordi; Yaron, David; Leinhardt, Gaea. J. Chem. Educ. 2007, 84, 1047.
Learning Theories |
Constructivism |
Student-Centered Learning
Achieving Greater Feedback and Flexibility Using Online Pre-Laboratory Exercises with Non-Major Chemistry Students   Gail D. Chittleborough, Mauro Mocerino, and David F. Treagust
This study is a descriptive account of students' perceptions of the impact on learning of compulsory online pre-laboratory exercises. Students were allowed multiple attempts with immediate feedback to help them learn from their mistakes.
Chittleborough, Gail D.; Mocerino, Mauro; Treagust, David F. J. Chem. Educ. 2007, 84, 884.
Learning Theories |
Nonmajor Courses
Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers  Michelle B. More
This paper describes a chemistry class for pre-service elementary school teachers in which basic physics is taught first to provide a solid foundation for the learning of introductory chemistry.
More, Michelle B. J. Chem. Educ. 2007, 84, 622.
Nonmajor Courses |
Learning Theories |
Professional Development
Sudoku Puzzles as Chemistry Learning Tools  Thomas D. Crute and Stephanie A. Myers
Sudoku puzzles that use a mixture of chemical terms and symbols serve as a tool to encourage the necessary repetition and attention to detail desired for mastering chemistry. The classroom-ready examples provided use polyatomic ions, organic functional groups, and strong nucleophiles. Guidelines for developing additional puzzles are described.
Crute, Thomas D.; Myers, Stephanie A. J. Chem. Educ. 2007, 84, 612.
Learning Theories |
Nomenclature / Units / Symbols |
Student-Centered Learning
A Guide to Classroom Instruction for Adjunct Faculty, Second Edition (John H. Reed)  Jeffrey Kovac
Every chemistry department that uses adjunct faculty should have copies of this excellent introduction to college-level teaching to give to new instructors.
Kovac, Jeffrey. J. Chem. Educ. 2007, 84, 233.
Nonmajor Courses |
Professional Development |
Learning Theories
Evaluation Tools To Guide Students’ Peer-Assessment and Self-Assessment in Group Activities for the Lab and Classroom  Thomas J. Wenzel
Describes criteria for peer- and self-assessment exercises in the classroom and laboratory.
Wenzel, Thomas J. J. Chem. Educ. 2007, 84, 182.
Administrative Issues |
Student-Centered Learning |
Learning Theories
Predicting Inorganic Reaction Products: A Critical Thinking Exercise in General Chemistry  David G. DeWit
Describes a course module designed to afford practice in applying the principles encountered throughout the general chemistry sequence to understanding and predicting chemical reactivity and the products of simple inorganic reactions.
DeWit, David G. J. Chem. Educ. 2006, 83, 1625.
Acids / Bases |
Descriptive Chemistry |
Learning Theories |
Metals |
Nonmetals |
Oxidation / Reduction |
Periodicity / Periodic Table |
Reactions
Use of the Mid-Lecture Break in Chemistry Teaching: A Survey and Some Suggestions  David K. Smith
This article uses student feedback to explore student attitudes towards the use of lecture breaks. A survey indicates that undergraduates genuinely value such breaks, finding them educationally useful and enhancing their enjoyment of the lecture experience.
Smith, David K. J. Chem. Educ. 2006, 83, 1621.
Applications of Chemistry |
Learning Theories
Students' Perspectives of the Influence of Web-Enhanced Coursework on Incidences of Cheating  Paul Charlesworth, Debra D. Charlesworth, and Chelley Vician
This study suggests that students define cheating primarily as copying or receiving answers from another student. The primary reasons for cheating include lack of motivation, desperation, and the pressure to obtain good grades.
Charlesworth, Paul; Charlesworth, Debra D.; Vician, Chelley. J. Chem. Educ. 2006, 83, 1368.
Ethics |
Learning Theories |
Nonmajor Courses |
Student-Centered Learning
CHEMnet: Analysis of the Use of Special Features and Multimedia Elements of an Online Chemistry Course  Sabine Nick
Describes CHEMnet, an online, introductory chemistry course available in English and German.
Nick, Sabine. J. Chem. Educ. 2006, 83, 1099.
Applications of Chemistry |
Enrichment / Review Materials |
Learning Theories
How To Motivate Students To Study before They Enter the Lab  Lea Pogacnik and Bla Cigic
Describes the use and impact of a system designed to motivate students to study prior to laboratory exercises.
Pogacnik, Lea; Cigic, Bla. J. Chem. Educ. 2006, 83, 1094.
Learning Theories |
Nonmajor Courses
Implementing the Science Writing Heuristic in the Chemistry Laboratory  K. A. Burke, Thomas J. Greenbowe, and Brian M. Hand
The Science Writing Heuristic (SWH) is an instructional technique that combines inquiry, collaborative learning, and writing to change the nature of the chemistry laboratory for students and instructors. The SWH provides a format for students to guide their discussions, thinking, and writing via beginning questions, claims and evidence, and final reflections.
Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M. J. Chem. Educ. 2006, 83, 1032.
Learning Theories |
TA Training / Orientation |
Student-Centered Learning
Misconceptions about the Particulate Nature of Matter. Using Animations To Close the Gender Gap  Ellen J. Yezierski and James P. Birk
The capacity of computer animations to remediate particulate nature of matter misconceptions held by students from middle school through college was investigated. The data indicate that molecular-level animations helped students to improve their scores on a newly developed instrument called the Particulate Nature of Matter Assessment.
Yezierski, Ellen J.; Birk, James P. J. Chem. Educ. 2006, 83, 954.
Learning Theories |
Women in Chemistry |
Constructivism
Commonsense Chemistry: A Model for Understanding Students' Alternative Conceptions  Vicente Talanquer
Research results provided here indicate that many students' conceptual difficulties result from commonsense reasoning. This commonsense approach is based upon a set of assumptions about the natural world and the application of reasoning heuristics that students instinctively follow and apply without hesitating or considering other alternatives.
Talanquer, Vicente. J. Chem. Educ. 2006, 83, 811.
Learning Theories
Peer Instruction in the General Chemistry Laboratory: Assessment of Student Learning  Christine L. McCreary, Michael F. Golde, and Randi Koeske
Reports on a systematic comparison of conventional labs led by graduate TAs and workshop labs led by qualified advanced undergraduates.
McCreary, Christine L.; Golde, Michael F.; Koeske, Randi. J. Chem. Educ. 2006, 83, 804.
Laboratory Management |
Learning Theories |
Student-Centered Learning
Interactive Demonstrations for Mole Ratios and Limiting Reagents  Crystal Wood and Bryan Breyfogle
The objective of this study was to develop interactive lecture demonstrations based on conceptual-change learning theory. Experimental instruction was designed for an introductory chemistry course for nonmajors to address misconceptions related to mole ratios and limiting reagents
Wood, Crystal; Breyfogle, Bryan. J. Chem. Educ. 2006, 83, 741.
Learning Theories |
Reactions |
Stoichiometry |
Student-Centered Learning
Chemistry Is in the News: Assessment of Student Attitudes toward Authentic News Media-Based Learning Activities  Deborah L. Hume, Kathleen M. Carson, Brian Hodgen, and Rainer E. Glaser
A systematic study was performed using qualitative and quantitative measures to assess the implementation of Chemistry Is in the News (CIITN) , particularly with regards to the effectiveness of the CIITN technical component, the student perception of CIITN, and the students' utilization of collaborative groups.
Hume, Deborah L.; Carson, Kathleen M.; Hodgen, Brian; Glaser, Rainer E. J. Chem. Educ. 2006, 83, 662.
Enrichment / Review Materials |
Learning Theories |
Student-Centered Learning
General Education and General Chemistry—Redux  Leslie S. Forster
This paper discusses the desirability of including non-technical general education topics in chemistry courses intended for science and engineering students.
Forster, Leslie S. J. Chem. Educ. 2006, 83, 614.
Enrichment / Review Materials |
Gases |
Learning Theories
Comparing Faculty and Student Perspectives of Graduate Teaching Assistants' Teaching  Romola A. Bernard Rodriques and Janet Bond-Robinson
Assessments of teaching quality by undergraduates and faculty are illustrated in this study of new graduate students training as TAs.
Rodriques, Romola A. Bernard; Bond-Robinson, Janet. J. Chem. Educ. 2006, 83, 305.
Laboratory Management |
Professional Development |
Learning Theories |
TA Training / Orientation
Effectiveness of a Workshop To Encourage Action: Evaluation from a Post-Workshop Survey  Scott E. Lewis and Jennifer E. Lewis
With the increasing national presence of workshops to disseminate curricular reforms for college chemistry, this article is presented as a model for interpreting post-workshop survey data for a larger audience interested in reform.
Lewis, Scott E.; Lewis, Jennifer E. J. Chem. Educ. 2006, 83, 299.
Enrichment / Review Materials |
Learning Theories |
Professional Development |
Student-Centered Learning
A Procedural Problem in Laboratory Teaching: Experiment and Explain, or Vice-Versa?  Pasl A. Jalil
This work compares two different approaches to teaching the laboratory segment of a freshman chemistry course. In Approach I, each experiment was explained and demonstrated to the students before they participated; the expected results were also discussed. In Approach II, the students conducted the experiments themselves with minimal help from the instructor.
Jalil, Pasl A. J. Chem. Educ. 2006, 83, 159.
Learning Theories |
Student-Centered Learning
Moving Chemistry Education into 3D: A Tetrahedral Metaphor for Understanding Chemistry. Union Carbide Award for Chemical Education  Peter Mahaffy
Proposes a new conceptual metaphor to enrich our description of chemistry education and support the many existing efforts to help students make connections with the chemistry found in textbooks.
Mahaffy, Peter. J. Chem. Educ. 2006, 83, 49.
Applications of Chemistry |
Atmospheric Chemistry |
Learning Theories |
Nonmajor Courses |
Student-Centered Learning
Beyond "Student Attitudes": Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning  Christopher F. Bauer
Describes the development of a 40-item Likert-style assessment instrument for measuring student self-concept as a learner of chemistry.
Bauer, Christopher F. J. Chem. Educ. 2005, 82, 1864.
Learning Theories
Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry  Rosita Báez-Galib, Héctor Colón-Cruz, Wilfredo Resto, and Michael R. Rubin
Describes the Chem-2-Chem program, developed to increase retention and help students achieve successful in general chemistry. Advanced chemistry students offer peer-led, personalized, and individualized learning experiences through tutoring and mentoring.
Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R. J. Chem. Educ. 2005, 82, 1859.
Learning Theories |
Minorities in Chemistry |
Student-Centered Learning
Techniques To Enhance Instructors' Teaching Effectiveness with Chemistry Students Who Are Blind or Visually Impaired  Cary Supalo
This paper describes techniques developed as solutions to problems encountered while teaching blind or visually impaired students in chemistry courses at high school and postsecondary levels.
Supalo, Cary. J. Chem. Educ. 2005, 82, 1513.
Enrichment / Review Materials |
Learning Theories |
Professional Development |
Minorities in Chemistry
Telling the Stories of Chemistry  Trevor M. Kitson
This article describes the author's long-established practice of including in every chemistry lecture an "interest interlude"a few minutes of discussion about some fascinating, amazing, or amusing aspect of chemistry. Students report that this significantly enhances their enjoyment of lectures and appreciation of chemistry.
Kitson, Trevor M. J. Chem. Educ. 2005, 82, 1504.
Learning Theories |
Professional Development |
Applications of Chemistry |
Enrichment / Review Materials
Cross-Proportions: A Conceptual Method for Developing Quantitative Problem-Solving Skills  Elzbieta Cook and Robert L. Cook
This paper focuses attention on the cross-proportion (C-P) method of mathematical problem solving, which was once widely used in chemical calculations. We propose that this method regain currency as an alternative to the dimensional analysis (DA) method, particularly in lower-level chemistry courses. In recent years, the DA method has emerged as the only problem solving mechanism offered to high-school and general chemistry students in contemporary textbooks, replacing more conceptual methods, C-P included.
Cook, Elzbieta; Cook, Robert L. J. Chem. Educ. 2005, 82, 1187.
Learning Theories |
Stoichiometry |
Chemometrics |
Student-Centered Learning
Student Opinions Regarding Inquiry-Based Labs  Kelly Morgan Deters
A survey of high school chemistry teachers in the U.S. indicated that 45.5% of these teachers are not using inquiry methods in their classroom. Perhaps they would be persuaded by student insights into learning with inquiry. This article describes the positive and negative sides of including inquiry laboratories in science classrooms. Student quotes are used to illustrate both benefits and drawbacks of the inquiry method.
Deters, Kelly Morgan. J. Chem. Educ. 2005, 82, 1178.
Learning Theories |
Student-Centered Learning
Service-Learning in Introductory Chemistry: Supplementing Chemistry Curriculum in Elementary Schools  Joan M. Esson, Regina Stevens-Truss, and Anne Thomas
A service-learning course component has been successfully incorporated into the second quarter of Introductory Chemistry (Chem 120) at Kalamazoo College. Students in Chem 120 design inquiry-based laboratory experiments related to course material for students in grades K6. The Chem 120 students then conduct these experiments with assigned classes at a local elementary school. This project reinforces course material for the college students while supplementing the elementary school's science curriculum and exposing children to topics they otherwise would not learn.
Esson, Joan M.; Stevens-Truss, Regina; Thomas, Anne. J. Chem. Educ. 2005, 82, 1168.
Learning Theories |
Student-Centered Learning
The Reaction Quotient Is Unnecessary To Solve Equilibrium Problems  Paul S. Matsumoto
While my paper states that the reaction quotient (Q) is not needed to solve equilibrium problems, it does not imply that Q is not valuable. In fact, when I teach this topic to my AP chemistry class, I initially use Q to solve the problem, then mention the alternative method described in the paper.
Matsumoto, Paul S. J. Chem. Educ. 2005, 82, 1150.
Equilibrium |
Learning Theories |
Mathematics / Symbolic Mathematics
Reaction to "Chemistry Is Not a Laboratory Science"  Lawrence J. Sacks
Stephen Hawkes has stirred us to reconsider whether, in fact, chemistry is a laboratory science by positing that lab work does not enhance students understanding of chemistrys centrality, but makes chemistry an irrelevance. This sweeping generalization of what some (maybe even most) labs do is further confounded by a fallacious premise; hence, the major thrust of the proposition likely will beand well should beviewed with utmost skepticism.
Sacks, Lawrence J. J. Chem. Educ. 2005, 82, 997.
Laboratory Computing / Interfacing |
Learning Theories |
Lewis Acids / Bases |
Nonmajor Courses |
Theoretical Chemistry |
Student-Centered Learning
Reaction to "Chemistry Is Not a Laboratory Science"  Lawrence J. Sacks
In response to Stephen Hawkes Commentary, I think the crucial point is whether the students learn to appreciate the intellectual beauty of science and understand the relatively small number of simple yet profound scientific principles which govern so much of our everyday experiences. Many non-science majors are obviously disinterested in the laboratory work in introductory courses.
Sacks, Lawrence J. J. Chem. Educ. 2005, 82, 997.
Laboratory Computing / Interfacing |
Student-Centered Learning |
Learning Theories |
Lewis Acids / Bases |
Nonmajor Courses |
Theoretical Chemistry
Attitudinal Effects of a Student-Centered Active Learning Environment  Maria T. Oliver-Hoyo and DeeDee Allen
This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes.
Oliver-Hoyo, Maria T.; Allen, DeeDee. J. Chem. Educ. 2005, 82, 944.
Learning Theories |
Student-Centered Learning
Chemistry as General Education  Todd P. Silverstein
Regarding Tros second point, I wish to take this opportunity to remind readers that we at Willamette University have developed a very successful Case Study/Spiral Approach to the majors introductory chemistry course. The second semester of this course is entirely centered on eight case studies (e.g., lasers, fossil fuels, air pollution, blood) that allow us to connect chemistry to life in the real world, and in this manner address issues that are important for liberal education.
Silverstein, Todd P. J. Chem. Educ. 2005, 82, 838.
Applications of Chemistry |
Learning Theories |
Student-Centered Learning
Boosting Complex Learning by Strategic Assessment and Course Design  Christina Bergendahl and Lena Tibell
Learning quality depends on the assessment methods used, as well as other factors. By choosing adequate assessments and involving students in the process of learning, students can gain a deeper understanding of the content and its context while developing related skills. In this study we describe a practical university-level biochemistry course that focuses on understanding protein separation and analysis techniques and especially on their application.
Bergendahl, Christina; Tibell, Lena. J. Chem. Educ. 2005, 82, 645.
Learning Theories |
Student-Centered Learning
Performance-Related Feedback: The Hallmark of Efficient Instruction  David W. Brooks, Gregory Schraw, and Kent J. Crippen
Performance-related feedback is feedback connected to some action that suggests to a learner something about the success of their action. Performance-related feedback is a definable and measurable entity. In essentially all cases where one teaching strategy surpasses another in effectiveness, it also is characterized by having more performance-related feedback. This paper makes explicit connections between performance-related feedback and methods of instruction.
Brooks, David W.; Schraw, Gregory; Crippen, Kent J. J. Chem. Educ. 2005, 82, 641.
Learning Theories |
Student-Centered Learning
Using an Interactive, Compensatory Model of Learning To Improve Chemistry Teaching  Gregory Schraw, David W. Brooks, and Kent J. Crippen
Many college chemistry teachers have little or no formal training in education. When issues related to education are discussed, these teachers are confronted with an array of apparently conflicting information, practices, and ideas. A speculative model, the interactive compensatory model of learning (ICML), is based upon a synthesis of the very diverse education research literature. It conceptually unifies seemingly conflicting elements. The model suggests: (a) many skills make important contributions to learning; (b) no single skill can support totally or interfere with self-regulated learning; (c) effective learning depends on the dynamic interrelationship among existing knowledge, including a variety of learning skills; (d) it is possible for most learners to compensate for weaknesses in one area using strengths in other areas; and (e) it is possible to improve skills through classroom instruction. This paper describes the model and offers practical suggestions.
Schraw, Gregory; Brooks, David W.; Crippen, Kent J. J. Chem. Educ. 2005, 82, 637.
Learning Theories |
Student-Centered Learning
The Reaction Quotient Is Unnecessary To Solve Equilibrium Problems  Paul S. Matsumoto
The traditional method to determine the equilibrium concentration of chemicals in a reaction, given the equilibrium constant and the initial concentration of chemicals in the reaction, involves the determination of the reaction quotient. This article will demonstrate that this step may be eliminated; thereby simplifying the algorithm to solve such problems. Such a reduction in the complexity of the algorithm may result in more students successfully being able to solve such problems.
Matsumoto, Paul S. J. Chem. Educ. 2005, 82, 406.
Equilibrium |
Learning Theories |
Chemometrics
Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative  Scott E. Lewis and Jennifer E. Lewis
To improve a large-enrollment general chemistry course based on conventional lectures, we instituted a reform combining peer-led team learning with a guided inquiry approach, together called peer-led guided inquiry (PLGI). For one group of first-semester general chemistry students, a PLGI session was combined with two lectures per week, and this group was compared to a control group that had the usual three lectures per week. Students were compared based on performance on identical course exams and on a final exam from the ACS Examinations Institute given at the end of the semester. The experimental group was found to perform better than the control group overall, in spite of experiencing one fewer lecture each week.
Lewis, Scott E.; Lewis, Jennifer E. J. Chem. Educ. 2005, 82, 135.
Learning Theories
Revision of ACS Guidelines for Undergraduate Chemistry Programs  F. Fleming Crim and William F. Polik
The Committee on Professional Training of the American Chemical Society (ACS) is beginning a major revision of the guidelines it uses for approving programs to offer ACS-certified undergraduate degrees in chemistry. The guidelines include curriculum requirements as well as faculty, staff, and facilities requirements. Changes in both chemistry and education make a careful examination and revision of the guidelines particularly appropriate now.
Crim, F. Fleming; Polik, William F. J. Chem. Educ. 2004, 81, 1695.
Professional Development |
Learning Theories |
Undergraduate Research |
Administrative Issues
What's Wrong with Cookbooks? A Reply to Ault  Kereen Monteyne and Mark S. Cracolice
The controversy about inquiry labs relative to traditional cookbook verification labs is apparently far from over. Verification labs have long been criticized as leading only to poor learning and poor attitudes regarding science among students doing this type of lab work. Conversely, inquiry labs have been shown to engender better conceptual understanding, investigative skills, and cognitive development among students doing inquiry lab work. Despite significant studies in the literature establishing the effectiveness of inquiry labs in comparison with verification labs, the use and dissemination of cookbook labs is still prevalent in many high school and college institutions. This commentary aims to counter Ault's argument that cookbook-type labs should have a place in the science curriculum.
Monteyne, Kereen; Cracolice, Mark S. J. Chem. Educ. 2004, 81, 1559.
Learning Theories
Using Knowledge Space Theory To Assess Student Understanding of Stoichiometry  Ramesh D. Arasasingham, Mare Taagepera, Frank Potter, and Stacy Lonjers
Using the concept of stoichiometry we examined the ability of beginning college chemistry students to make connections among the molecular, symbolic, and graphical representations of chemical phenomena, as well as to conceptualize, visualize, and solve numerical problems. Students took a test designed to follow conceptual development; we then analyzed student responses and the connectivities of their responses, or the cognitive organization of the material or thinking patterns, applying knowledge space theory (KST). The results reveal that the students' logical frameworks of conceptual understanding were very weak and lacked an integrated understanding of some of the fundamental aspects of chemical reactivity.
Arasasingham, Ramesh D.; Taagepera, Mare; Potter, Frank; Lonjers, Stacy. J. Chem. Educ. 2004, 81, 1517.
Learning Theories |
Stoichiometry |
Constructivism
Conceiving of Concept Maps To Foster Meaningful Learning: An Interview with Joseph D. Novak  Liberato Cardellini
Joseph Novak, the inventor of concept maps, explains in this interview how that idea was born thirty years ago. As a student he developed a passion for education, trying to find better ways to educate people and help them "learn how to learn". Concept maps can profitably be used to represent knowledge in every field of study: they help students to construct new learning and are also useful for teachers to discover possible misconceptions in the students' own construction. Novak discusses the advantages of meaningful learning and the foundations of his theory of education based on "human constructivism" and he summarizes it in a concept map.
Cardellini, Liberato. J. Chem. Educ. 2004, 81, 1303.
Learning Theories |
Constructivism
Student-Centered Learning: A Comparison of Two Different Methods of Instruction  Kelli M. Slunt and Leanna C. Giancarlo
This article describes and compares the use of two different student-centered techniques (Concept Checks and Just-In-Time Teaching) in small undergraduate lecture courses.
Slunt, Kelli M.; Giancarlo, Leanna C. J. Chem. Educ. 2004, 81, 985.
Learning Theories |
Student-Centered Learning
Students as Letter Writers: How Letters Inform Instructors  Lynn M. Kirms
The enhancement of faculty understanding of students through student letter writing is explored. Two short letter-writing assignments are described and their value in the teaching process is outlined.
Kirms, Lynn M. J. Chem. Educ. 2004, 81, 982.
Learning Theories
The Multi-Initiative Dissemination Project Workshops: Who Attends Them and How Effective Are They?  K. A. Burke, Thomas J. Greenbowe, and John I. Gelder
Multi-Initiative Dissemination Project (MID) workshops funded by NSF are designed to expose college instructors from two- and four-year institutions to classroom active-learning techniques from the perspective of four of the NSF-funded chemistry reform projects.
Burke, K. A.; Greenbowe, Thomas J.; Gelder, John I. J. Chem. Educ. 2004, 81, 897.
Professional Development |
Learning Theories |
Instrumental Methods
How Many Digits Should We Use in Formula or Molar Mass Calculations?  Christer Svensson
This article addresses the question often asked by students, "How many digits should I use when calculating the formula or molar mass of a substance?
Svensson, Christer. J. Chem. Educ. 2004, 81, 827.
Molecular Properties / Structure |
Learning Theories
Requirements for Chemistry Education Option  Margaret V. Merritt
As a member of the ACS Committee on Professional Training (CPT), I was pleased to see the article in which Diana Mason summarized new requirements for the Chemistry Education option for an ACS certified bachelor's degree.
Merritt, Margaret V. J. Chem. Educ. 2004, 81, 802.
Administrative Issues |
Learning Theories
The Teaching of the History of Chemistry  John T. Stock
A national survey of approximately 570 mainly undergraduate institutions has shown that only a few offer specific courses on the history of chemistry.
Stock, John T. . J. Chem. Educ. 2004, 81, 793.
Learning Theories
Solution of Cubic Equations by Iteration Methods on a Pocket Calculator  Farzad Bamdad
Methods for solving cubic equations by inexpensive pocket-size programmable calculators are presented.
Bamdad, Farzad. J. Chem. Educ. 2004, 81, 758.
Aqueous Solution Chemistry |
Learning Theories |
Computational Chemistry
The Effective Use of an Interactive Software Program To Reduce Students' Misconceptions about Batteries  E.-M. Yang, T. J. Greenbowe, and T. Andre
In this study, college students enrolled in an introductory chemistry course were asked a series of open-ended questions about electrochemistry, flashlights, and batteries. Misconceptions were identified, analyzed, and used to develop and test an Interactive Software Program (ISP).
Yang, E.-M.; Greenbowe, T. J.; Andre, T. J. Chem. Educ. 2004, 81, 587.
Electrochemistry |
Learning Theories |
Electrolytic / Galvanic Cells / Potentials |
Student-Centered Learning
"We Actually Saw Atoms with Our Own Eyes". Conceptions and Convictions in Using the Scanning Tunneling Microscope in Junior High School  Hannah Margel, Bat-Sheva Eylon, and Zahava Scherz
The purpose of this exploratory study was to examine the feasibility and potential contribution of using the STM as a learning tool in junior high school (JHS) to support instruction about the particulate nature of matter.
Margel, Hannah; Eylon, Bat-Sheva; Scherz, Zahava. J. Chem. Educ. 2004, 81, 558.
Atomic Properties / Structure |
Kinetic-Molecular Theory |
Nanotechnology |
Surface Science |
Learning Theories |
Student-Centered Learning |
Laboratory Equipment / Apparatus
The Big Picture: A Classroom Activity for Organic Chemistry  Thomas Poon
In this activity, the class is divided into groups of 10-15 students and tasked with discovering the common link between a series of illustrations containing images depicting organic chemistry concepts or images of everyday scenes linked to organic chemistry.
Poon, Thomas. J. Chem. Educ. 2004, 81, 513.
Learning Theories |
Enrichment / Review Materials
Survival Handbook for the New Chemistry Instructor (Diane M. Bunce and Cinzia M. Muzzi)  Brian K. Taylor
The Survival Handbook for the New Chemistry Instructor is an overview of many of the issues that new chemistry faculty face while preparing for teaching their first courses. The tone of the book is purportedly comparable to talking with a colleague within the chemistry department.
Taylor, Brian K. J. Chem. Educ. 2004, 81, 491.
Professional Development |
Learning Theories
A Simple Way To Determine the Composition of a Binary Mixture?  P. K. Thamburaj
A new approach, named as the Swap Method, that is more student-friendly than the X method is presented here.
Thamburaj, P. K. J. Chem. Educ. 2004, 81, 487.
Quantitative Analysis |
Learning Theories
Chemistry Everywhere. The 18th Biennial Conference on Chemical Education, Iowa State University, July 18-22, 2004   K. A. Burke, Mark Freilich, Thomas J. Greenbowe, and William S. Harwood
This article provides an overview of the upcoming 18th Biennial Conference on Chemical Education (BCCE). The report includes details of conference registration, campus housing, campus dining, off-campus housing, tours, social activities, plenary speakers, the conference banquet, travel, and Sci-Mix.
Burke, K. A.; Freilich, Mark; Greenbowe, Thomas J.; Harwood, William S. J. Chem. Educ. 2004, 81, 458.
Learning Theories |
Conferences |
Professional Development
Thermodynamics in Context: A Case Study of Contextualized Teaching for Undergraduates  John Holman and Gwen Pilling
Thermodynamics is often considered to be a dry and theoretical area of undergraduate chemistry. To make it more accessible, a contextualized approach to first-year university thermodynamics has been developed, building on the experiences at the high school level of ChemCom in the United States and Salters Advanced Chemistry in the United Kingdom.
Holman, John; Pilling, Gwen. J. Chem. Educ. 2004, 81, 373.
Thermodynamics |
Learning Theories
A Request for Chemical Wisdom  David Gardner
If you have any pieces of chemical advice or wisdom to pass along to students, and you are willing to share your thoughts, please email them to me.
Gardner, David. J. Chem. Educ. 2004, 81, 196.
Learning Theories
Philosophical Confusion in Chemical Education Research: Does Any of This Matter?  Eric Scerri
Perhaps it would be more interesting if Eckstrom would share some insights, in this or some other forum, of how he regards the meaning of constructivism to be so different among learners and philosophers.
Scerri, Eric. J. Chem. Educ. 2004, 81, 195.
Learning Theories |
Constructivism
Philosophical Confusion in Chemical Education Research: Does Any of This Matter?  David J. Eckstrom
I would like to thank Eric Scerri for his commentary and would also like to thank the Journal for publishing it. He asks the question, Does any of this matter? It does, and my story gives one example of how.
Eckstrom, David J. J. Chem. Educ. 2004, 81, 194.
Learning Theories |
Constructivism
Philosophical Confusion in Chemical Education Research: Constructivism and Chemical Education  Eric Scerri
I am quite convinced of the advantage of active learning in my own teaching and yet I dont think anyone could label me as anything remotely approaching a constructivist.
Scerri, Eric. J. Chem. Educ. 2004, 81, 194.
Learning Theories |
Constructivism
Philosophical Confusion in Chemical Education Research: Constructivism and Chemical Education  Liberato Cardellini
I think that I have a duty to teach to my students according to the accepted scientific theory; and I know that I can do that more effectively if I use active learning methods.
Cardellini, Liberato. J. Chem. Educ. 2004, 81, 194.
Learning Theories |
Constructivism
Philosophical Confusion in Chemical Education Research: Does Any of This Matter?  David J. Eckstrom
I think that I have a duty to teach to my students according to the accepted scientific theory; and I know that I can do that more effectively if I use active learning methods.
Eckstrom, David J. J. Chem. Educ. 2004, 81, 194.
Learning Theories |
Constructivism
Testing, Testing: Good Teaching Is Difficult; So Is Meaningful Testing  Sidney Toby and Richard J. Plano
We have developed optical scanning forms and software that allow the choice of numerical values, which are then scanned optically and graded with the possibility of partial credit for near-misses or missing factors.
Toby, Sidney; Plano, Richard J. J. Chem. Educ. 2004, 81, 180.
Learning Theories
Chemistry as General Education  Nivaldo J. Tro
I suggest that current non-major chemistry courses cover too much consumer chemistry and ignore some of the big contributions of chemistry to human knowledge. Majors chemistry courses, while they prepare students for majoring in science, do not address these issues either. Consequently, chemistry courses are often an ineffective and unpopular way to meet general education science requirements.
Tro, Nivaldo J. J. Chem. Educ. 2004, 81, 54.
Nonmajor Courses |
Learning Theories
New Year's Resolution: Expunge Misbeliefs  John W. Moore
Misconceptions regarding teaching and learning.
Moore, John W. J. Chem. Educ. 2004, 81, 7.
Learning Theories |
Student-Centered Learning
Willing Retention of Misbelief  John W. Moore
Misconceptions regarding teaching and learning.
Moore, John W. J. Chem. Educ. 2003, 80, 1359.
Learning Theories |
Student-Centered Learning
Effects of Web-Based Multimedia Homework with Immediate Rich Feedback on Student Learning in General Chemistry  Renée S. Cole and John B. Todd
A series of Web-based homework and tutorial programs implemented through WebCT that are designed to help students gain a better understanding of chemistry. This project has two major instructional goals: to encourage students to take responsibility for their own learning and to provide a resource to help students focus their study efforts.
Cole, Renée S.; Todd, John B. J. Chem. Educ. 2003, 80, 1338.
Learning Theories |
Student-Centered Learning
What Should We Teach in High School Chemistry?  Kelly Morgan Deters
This article reports findings of an email survey of college professors that asked them to report the top five skills necessary for students to master before entering college-level chemistry.
Deters, Kelly Morgan. J. Chem. Educ. 2003, 80, 1153.
Learning Theories
American Chemical Society Student Affiliates Chapters: More Than Just Chemistry Clubs  Ingrid Montes and Carmen Collazo
In this article we discuss how American Chemical Society Student Affiliate chapters enhance the educational experience of undergraduate chemical science students, help develop new chemistry professionals, and shape enthusiastic and committed future chemical science leaders.
Montes, Ingrid; Collazo, Carmen. J. Chem. Educ. 2003, 80, 1151.
Conferences |
Learning Theories
Systemic Reform in Chemical Education: An International Perspective  A. F. M. Fahmy and J. J. Lagowski
The Systemic Approach to Teaching and Learning (SATL) has its roots in concept mapping. Systemic diagrams (a closed cluster of concepts) are useful devices for teachers and their students that can improve student comprehension of a subject taught using SATL methods.
Fahmy, A. F. M.; Lagowski, J. J. J. Chem. Educ. 2003, 80, 1078.
Learning Theories |
Student-Centered Learning
A Report on Reports  John W. Moore
Synopsis of Report on Reports, a Project Kaleidoscope commentary on the education of undergraduates in science, technology, engineering, and mathematics (STEM) in the U.S. and elsewhere.
Moore, John W. J. Chem. Educ. 2003, 80, 975.
Learning Theories
Preparation of Chemistry Teachers  John W. Moore
Comments on the need to provide teachers who are well-trained in the laboratory sciences, particularly chemistry, and recommended changes to college programs that prepare such professionals.
Moore, John W. J. Chem. Educ. 2003, 80, 719.
Professional Development |
Learning Theories |
Administrative Issues
Teaching Chemistry via Distance Education  Erwin Boschmann
Summary of Purdue University's Elementary Chemistry course for nonmajors, which can be taken exclusively via distance education (including laboratory); discussion of lectures, laboratories, and assessment.
Boschmann, Erwin. J. Chem. Educ. 2003, 80, 704.
Learning Theories |
Nonmajor Courses
Assessment and Quality Control in Chemistry Education  Thomas Holme
The process of developing, selecting, testing, and applying test questions by the Examinations Institute of the Division of Chemistry Education; also exam security and the uses and abuses of exams.
Holme, Thomas. J. Chem. Educ. 2003, 80, 594.
Learning Theories
College Chemistry and Piaget: An Analysis of Gender Difference, Cognitive Abilities, and Achievement Measures Seventeen Years Apart  Ivan A. Shibley, Jr., Louis M. Milakofsky, David S. Bender, and Henry O. Patterson
Investigation using the Inventory of Piaget's Developmental Tasks (IPDT) to study differences between freshmen chemistry students of today and those assessed twenty years ago, focussing on Piagetian cognitive functioning, aptitude, and achievement, and gender differences.
Shibley, Ivan A., Jr.; Milakofsky, Louis M.; Bender, David S.; Patterson, Henry O. J. Chem. Educ. 2003, 80, 569.
Combinatorial Chemistry |
Nonmajor Courses |
Learning Theories |
Women in Chemistry
Integrating Ethics in Science into a Summer Undergraduate Research Program  Amy M. Shachter
Description of the Ethics in Science program as a model for implementing instruction and assessment in the nine core areas of Responsible Conduct of Research (RCR).
Shachter, Amy M. J. Chem. Educ. 2003, 80, 507.
Ethics |
Learning Theories |
Undergraduate Research
Terminology: Four Puzzles from One Wordsearch  Terry L. Helser
Tips for constructing multiple wordsearch puzzles; example of a lab safety wordsearch provided.
Helser, Terry L. J. Chem. Educ. 2003, 80, 414.
Nomenclature / Units / Symbols |
Learning Theories |
Enrichment / Review Materials
Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant  Laura E. Pence, Harry J. Workman, and Pauline Riecke
Adapting the laboratory environment to accommodate students with disabilities; includes two specific case studies (one mobily disabled and the other blind) and conclusions drawn from them.
Pence, Laura E.; Workman, Harry, J.; Riecke, Pauline. J. Chem. Educ. 2003, 80, 295.
Administrative Issues |
Nonmajor Courses |
TA Training / Orientation |
Learning Theories |
Minorities in Chemistry |
Laboratory Management |
Nonmajor Courses
A Companion Course in General Chemistry for Pre-Education Students  Teresa Larson and Catherine Hurt Middlecamp
A general chemistry course designed specifically for education students that uses learning communities; includes a syllabus.
Larson, Teresa; Middlecamp, Catherine Hurt. J. Chem. Educ. 2003, 80, 165.
Learning Theories
Effectiveness of a Daily Class Progress Assessment Technique in Introductory Chemistry   Brian J. Rogerson
Study to determine whether daily class progress assessments improve the success of introductory chemistry students.
Rogerson, Brian J. J. Chem. Educ. 2003, 80, 160.
Learning Theories
A Snapshot of Chemistry Programs and Faculty at Two-Year Colleges  Mary Ann Ryan, Michael Neuschatz, Jodi Wesemann, and Janet M. Boese
Results of an ACS-funded survey of the chemistry programs and faculty at two year colleges.
Ryan, Mary Ann; Neuschatz, Michael; Wesemann, Jodi; Boese, Janet M. J. Chem. Educ. 2003, 80, 129.
Administrative Issues |
Learning Theories
Problem Solving with Pathways  Joanne McCalla
Study comparing students who were taught the Explicit Method for Solving Problems (EMPS) and those who were not; both the method and the results of the study are presented.
McCalla, Joanne. J. Chem. Educ. 2003, 80, 92.
Learning Theories
A Guide to Classroom Instruction for Adjunct Faculty (by John H. Reed)  Joel M. Karty
Effective teaching at the collegiate level; published by ACS.
Karty, Joel M. J. Chem. Educ. 2002, 79, 1325.
Administrative Issues |
Learning Theories |
Professional Development
Visualizing Chemistry  Richard N. Zare
The importance of modeling and visualization in chemistry.
Zare, Richard N. J. Chem. Educ. 2002, 79, 1290.
Learning Theories |
Molecular Modeling
The Chemistry–Biology Connection  John W. Moore
The need to make connections between biology and chemistry curricula and laboratories.
Moore, John W. J. Chem. Educ. 2002, 79, 1287.
Administrative Issues |
Learning Theories
DeLorenzo's Four Interesting Mysteries Verified  Josefina Ma. Ferriols-Pavico
Results of experiments testing why women become intoxicated more easily than men, why alcohol consumption might enhance cigarettes' carcinogenic effects, why latex condoms with oil-based lubricants work better than latex condoms with water-based lubricants, and why red meat goes better with red wine and white meat with white wine?
Ferriols-Pavico, Josefina Ma. J. Chem. Educ. 2002, 79, 1217.
Lipids |
Learning Theories |
Alcohols |
Applications of Chemistry
LIMSport: Optimizing a Windows-Based Computer Data Acquisition and Reduction System for the General Chemistry Laboratory  Ed Vitz and Brenda P. Egolf
Project to develop a Windows/Excel data acquisition system for LIMSport (a mechanism for automatically acquiring data from a variety of sensors into a spreadsheet so that teachers and students only need spreadsheet skills to acquire and analyze data) and evaluate its effectiveness in promoting student learning.
Vitz, Ed; Egolf, Brenda P. J. Chem. Educ. 2002, 79, 1060.
Laboratory Computing / Interfacing |
Learning Theories |
Chemometrics
Research/Teaching Partnerships  John W. Moore
"Partners in Science Program" of the Research Corporation, supporting research partnerships between universities and high school instructors and their students.
Moore, John W. J. Chem. Educ. 2002, 79, 1031.
Learning Theories |
Undergraduate Research
Graded Multiple Choice Questions: Rewarding Understanding and Preventing Plagiarism  G. S. Denyer and D. Hancock
Problems with standard mechanized assessments (such as multiple choice questions and true/false questions), giving partial credit for incorrect answers, and a method for combating cheating.
Denyer, G. S.; Hancock, D. J. Chem. Educ. 2002, 79, 961.
Ethics |
Learning Theories
Survival 101: Strategies for the New College Chemistry Instructor  Cinzia Muzzi
Program for new chemistry instructors at the 17th BCCE.
Muzzi, Cinzia. J. Chem. Educ. 2002, 79, 791.
Learning Theories |
Conferences |
Professional Development
Toward Better Teaching. 2001 James Flack Norris Award, sponsored by ACS Northeast Section  Dennis G. Peters
Statement by the 2001 James Flack Norris Award winner regarding the qualities of an inspirational instructor.
Peters, Dennis G. J. Chem. Educ. 2002, 79, 783.
TA Training / Orientation |
Learning Theories
Following the Development of the Bonding Concept Using Knowledge Space Theory  Mare Taagepera, Ramesh Arasasingham, Frank Potter, Arash Soroudi, and Giang Lam
Study that investigates how a students' level of understanding of the bonding concept develops from high school through organic chemistry; includes common misconceptions and questions asked in research.
Taagepera, Mare; Arasasingham, Ramesh; Potter, Frank; Soroudi, Arash; Lam, Giang. J. Chem. Educ. 2002, 79, 756.
Learning Theories
The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory  Ivan A. Shibley Jr. and Dawn M. Zimmaro
Study of the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory.
Shibley, Ivan A., Jr.; Zimmaro, Dawn M. J. Chem. Educ. 2002, 79, 745.
Learning Theories
The Multi-Initiative Dissemination Project: Active-Learning Strategies for College Chemistry  K. A. Burke, Thomas J. Greenbowe, Eileen L. Lewis, and G. Earl Peace
Summary of the Multi-Initiative Dissemination Project.
Burke, K. A.; Greenbowe, Thomas J.; Lewis, Eileen L.; Peace, G. Earl. J. Chem. Educ. 2002, 79, 699.
Learning Theories |
Professional Development
Solving Quantum Number Problems: An Examination of Novice Performance in Terms of Conceptual Base Requirements  Dilek Ardac
Study to understand gaps and conceptual inconsistencies that may block successful performance when solving quantum number problems and improve problem-solving performance by giving students an opportunity to reflect on their thought processes as they solve problems.
Ardac, Dilek. J. Chem. Educ. 2002, 79, 510.
Quantum Chemistry |
Learning Theories
Integrating Single Crystal X-Ray Diffraction in the Undergraduate Curriculum  Patrick E. Hoggard
Project to integrate aspects of crystallography into general chemistry.
Hoggard, Patrick E. J. Chem. Educ. 2002, 79, 420.
Learning Theories |
X-ray Crystallography
Teacher Perceptions in the Selection of Experiments  Luis D. Montes and Mark G. Rockley
Study that attempts to determine why verification (as opposed to inquiry) experiments are entrenched in secondary and university science programs; summary of advantages and disadvantages of verification experiments.
Montes, Luis D.; Rockley, Mark G. J. Chem. Educ. 2002, 79, 244.
Learning Theories
Correctly Expressing Atomic Weights (re J. Chem. Educ. 2000, 77, 1438)  Moreno Paolini, Giovanni Cercignani, and Carlo Bauer
Alternative units in which to express atomic weight.
Paolini, Moreno; Cercignani, Giovanni; Bauer, Carlo. J. Chem. Educ. 2002, 79, 163.
Nomenclature / Units / Symbols |
Learning Theories
Correctly Expressing Atomic Weights (re J. Chem. Educ. 2000, 77, 1438)  George Gorin
Alternative units in which to express atomic weight.
Gorin, George. J. Chem. Educ. 2002, 79, 163.
Nomenclature / Units / Symbols |
Learning Theories
An Interview with J. Dudley Herron  Liberato Cardellini
Interview with the author of The Chemistry Classroom: Formulas for Successful Teaching.
Cardellini, Liberato. J. Chem. Educ. 2002, 79, 53.
Learning Theories
Identifying Deficiencies in the Environmental Chemistry Educational Literature  Thi Hoa Tran, Stephen W. Bigger, Tony Kruger, John D. Orbell, Saman Buddhadasa, and Sebastian Barone
Study of chemistry textbooks and literature for materials relating to environmental chemistry, including water, air , and soil; and degree of integration of four traditional areas of chemistry (analytical, physical, inorganic, and organic) into environmental chemistry laboratory experiments.
Tran, Thi Hoa; Bigger, Stephen W.; Kruger, Tony; Orbell, John D.; Buddhadasa, Saman; Barone, Sebastian. J. Chem. Educ. 2001, 78, 1693.
Agricultural Chemistry |
Learning Theories |
Atmospheric Chemistry
Evaluating the Success of Hispanic-Surname Students in First-Semester General Chemistry (re J. Chem. Educ. 2001, 78, 256)  Diana Mason and Kathleen C. Mittag
Addition and correction to data originally presented.
Mason, Diana; Mittag, Kathleen C. J. Chem. Educ. 2001, 78, 1597.
Minorities in Chemistry |
Learning Theories
Supporting High School Chemistry Teaching  John W. Moore
Ways to support high school chemistry instruction.
Moore, John W. J. Chem. Educ. 2001, 78, 1567.
Learning Theories
Teaching Brønsted-Lowry Acid-Base Theory in a Direct Comprehensive Way  Jamie L. Adcock
Unifying all the Bronsted-Lowry acid-base concepts in a quantitative way.
Adcock, Jamie L. J. Chem. Educ. 2001, 78, 1495.
Acids / Bases |
Equilibrium |
Learning Theories |
Water / Water Chemistry |
Brønsted-Lowry Acids / Bases
The Role of Lewis Structures in Teaching Covalent Bonding  S. R. Logan
Difficulties with the Lewis theory of covalent bonding and upgrading it to the Molecular Orbital theory.
Logan, S. R. J. Chem. Educ. 2001, 78, 1457.
Covalent Bonding |
MO Theory |
Nonmajor Courses |
Learning Theories |
Lewis Structures |
Molecular Properties / Structure
Problem Analysis: Lesson Scripts and Their Potential Applications  Maria Oliver-Hoyo
Development and use of lesson scripts to give students more informative feedback when performing calculations in an interactive, computerized tutorial.
Oliver-Hoyo, Maria. J. Chem. Educ. 2001, 78, 1425.
Stoichiometry |
Learning Theories
LUCID: A New Model for Computer-Assisted Learning  Troy Wolfskill and David Hanson
Features of LUCID (Learning and Understanding through Computer-based Interactive Discovery) and student assessments of the system.
Wolfskill, Troy; Hanson, David. J. Chem. Educ. 2001, 78, 1417.
Learning Theories
The Connection between Success in a Freshman Chemistry Class and a Student's Jungian Personality Type  Gale J. Clark and Wayne D. Riley
Study of the correlation between Jungian personality types and level of performance among students in two beginning-level chemistry classes.
Clark, Gale J.; Riley, Wayne D. J. Chem. Educ. 2001, 78, 1406.
Learning Theories
Two-Year College Chemistry Baseline Study  Mary Ann Ryan, Michael Neuschatz, and Janet M. Boese
Major survey of chemistry instruction at two-year colleges funded by the ACS.
Ryan, Mary Ann; Neuschatz, Michael; Boese, Janet M. J. Chem. Educ. 2001, 78, 1325.
Administrative Issues |
Learning Theories
Want Ads, Job Skills, and Curriculum: A Survey of 1998 Chemistry Help-Wanted Ads  Kurt L. Headrick
Results of a study to classify a broad spectrum of jobs and skills sought by industrial, government, and academic employers of chemists in all areas of chemistry.
Headrick, Kurt L. J. Chem. Educ. 2001, 78, 1281.
Learning Theories |
Student / Career Counseling
A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia  Michael J. Sanger, Erik L. Brincks, Amy J. Phelps, Maria S. Pak, and Antony N. Lyovkin
Collaborative study conducted by the University of Northern Iowa and Herzen State Pedagogical University of Russia comparing secondary chemistry courses in Iowa and St. Petersburg, as well as teacher preparation programs at Herzen and UNI.
Sanger, Michael J.; Brincks, Erik L.; Phelps, Amy J.; Pak, Maria S.; Lyovkin, Antony N. J. Chem. Educ. 2001, 78, 1275.
Learning Theories
Ob-scertainersTM: A Cooperative Activity on Hypotheses  Ivan A. Shibley Jr.
Activity to develop team building while teaching students about hypothesis formation and the scientific method.
Shibley, Ivan A., Jr. J. Chem. Educ. 2001, 78, 1193.
Learning Theories
Teaching Chemistry in the New Century: Physical Chemistry  Theresa Julia Zielinski and Richard W. Schwenz
Summary of symposium on the teaching of physical chemistry at the start of the 21st century.
Zielinski, Theresa Julia; Schwenz, Richard W. J. Chem. Educ. 2001, 78, 1173.
Learning Theories
Teaching Chemistry in the New Century: Organic Chemistry  Charles Kingsbury and Susan Schelble
Summary of symposium on the teaching of organic chemistry at the start of the 21st century.
Kingsbury, Charles; Schelble, Susan. J. Chem. Educ. 2001, 78, 1172.
Learning Theories
Teaching Chemistry in the New Century: Inorganic Chemistry  Peter K. Dorhout
Summary of symposium on the teaching of inorganic chemistry at the start of the 21st century.
Dorhout, Peter K. J. Chem. Educ. 2001, 78, 1171.
Learning Theories
Teaching Chemistry in the New Century: General Chemistry  Jane V. Zeile and Loretta L. Jones
Summary of symposium on the teaching of general chemistry at the start of the 21st century.
Zeile, Jane V.; Jones, Loretta L. J. Chem. Educ. 2001, 78, 1170.
Learning Theories
Teaching Chemistry in the New Century: Environmental Chemistry  Melanie Cooper, Alan W. Elzerman, and C. M. Lee
Summary of symposium on the teaching of environmental chemistry at the start of the 21st century.
Cooper, Melanie; Elzerman, Alan W.; Lee, C. M. J. Chem. Educ. 2001, 78, 1169.
Learning Theories
Teaching Chemistry in the New Century: Biochemistry  Matthew A. Fisher
Summary of symposium on the teaching of biochemistry at the start of the 21st century.
Fisher, Matthew A. J. Chem. Educ. 2001, 78, 1168.
Learning Theories
Teaching Chemistry in the New Century: Analytical Chemistry  Scott E. Van Bramer
Summary of symposium on the teaching of analytical chemistry at the start of the 21st century.
Van Bramer, Scott E. J. Chem. Educ. 2001, 78, 1167.
Learning Theories
Analysis of Success in General Chemistry Based on Diagnostic Testing Using Logistic Regression  Margaret J. Legg, Jason C. Legg, and Thomas J. Greenbowe
Estimating the probability of succeeding in general chemistry based on diagnostic or placement exam scores.
Legg, Margaret J.; Legg, Jason C.; Greenbowe, Thomas J. J. Chem. Educ. 2001, 78, 1117.
Chemometrics |
Learning Theories |
Student / Career Counseling
An Investigation of the Value of Using Concept Maps in General Chemistry  Gayle Nicoll, Joseph S. Francisco, and Mary B. Nakhleh
Study of the degree to which students in introductory chemistry classes linked related concepts; comparisons of a class in which concept mapping was used and another in which it was not.
Nicoll, Gayle; Francisco, Joseph S.; Nakhleh, Mary B. J. Chem. Educ. 2001, 78, 1111.
Covalent Bonding |
Learning Theories
A Review and Discussion of Epistemological Commitments, Metacognition, and Critical Thinking with Suggestions on Their Enhancement in Internet-Assisted Chemistry Classrooms  Chin-Chung Tsai
This paper explores the relationships among epistemological commitments, metacognition, and critical thinking as a theoretical framework for enhancing chemistry education. The framework shows that these domains share many commonalities.
Tsai, Chin-Chung. J. Chem. Educ. 2001, 78, 970.
Learning Theories
Don't Be Tricked by Your Integrated Rate Plot!  Edward T. Urbansky
Using integrated rate plots to determine reaction order.
Urbansky, Edward T. J. Chem. Educ. 2001, 78, 921.
Kinetics |
Mechanisms of Reactions |
Learning Theories |
Chemometrics |
Rate Law
CHEM 101: Thirty Years of Experiences with a Chemistry Course for Prospective Elementary School Teachers  Donald B. Phillips
A chemistry course designed for future elementary school teachers.
Phillips, Donald B. J. Chem. Educ. 2001, 78, 905.
Nonmajor Courses |
Learning Theories
Using Journal Articles to Teach Writing Skills for Laboratory Reports in General Chemistry  Luanne Tilstra
A strategy for helping students develop technical writing skills through laboratory report assignments; students are given guidelines for constructing one specific section of a lab report and are assigned the task of writing or creating that section for a specific laboratory experiment they have completed.
Tilstra, Luanne. J. Chem. Educ. 2001, 78, 762.
Learning Theories
Time and Teaching  Theresa Julia Zielinski, David W. Brooks, Kent J. Crippen, and Joe L. March
Assessing student time and the requirements teachers make of that time.
Zielinski, Theresa Julia; Brooks, David W.; Crippen, Kent J.; March, Joe L. J. Chem. Educ. 2001, 78, 714.
Learning Theories
The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach  Joshua P. Gutwill-Wise
This study evaluates modules for teaching introductory chemistry development by faculty from two NSF-funded consortia that employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science.
Gutwill-Wise, Joshua P. J. Chem. Educ. 2001, 78, 684.
Learning Theories
Chemistry Report. MAA-CUPM Curriculum Foundations Workshop in Biology and Chemistry, Macalester College, November 2-5, 2000  Norman C. Craig
Chemists list specific knowledge and skills in mathematics needed by chemistry students and indicate whether mathematicians or chemists should deliver the instruction; the course level of the instruction and the use of technological aids are also designated.
Craig, Norman C. J. Chem. Educ. 2001, 78, 582.
Chemometrics |
Mathematics / Symbolic Mathematics |
Learning Theories
What's Been Happening to Undergraduate Mathematics  David M. Bressoud
An overview of some of the changes that have been occurring in undergraduate mathematics education; based on a workshop held by the Mathematical Association of America to determine what chemists expect their students to learn from undergraduate mathematics courses in terms of understanding, content, and use of technology.
Bressoud, David M. J. Chem. Educ. 2001, 78, 578.
Learning Theories |
Mathematics / Symbolic Mathematics |
Chemometrics
Acids and Bases in Layers: The Stratal Structure of an Ancient Topic  Wobbe de Vos and Albert Pilot
This article identifies and discusses six successive "layers" that can be recognized in chapters on acids and bases in general chemistry textbooks, each the result of what once was a modernization; the cumulative result of these layers has become problematic, and some learning problems that students have when studying acids and bases become comprehensible when viewed from this perspective.
de Vos, Wobbe; Pilot , Albert. J. Chem. Educ. 2001, 78, 494.
Acids / Bases |
Learning Theories |
Lewis Acids / Bases |
Brønsted-Lowry Acids / Bases
Cafeteria-Style Grading in General Chemistry  John A. Goodwin and Brian D. Gilbert
Students use a signed contract to indicate their preferred grade-weighting schemes for determination of the course grade, choosing from course components that include peer-led team learning, computer-assisted instruction, a variety of in-class quizzes, group problem-solving exercises, and written exams.
Goodwin, John A.; Gilbert, Brian D. J. Chem. Educ. 2001, 78, 490.
Learning Theories
Gateway to Success for At-Risk Students in a Large-Group Introductory Chemistry Class  Diana Mason and Ellen Verdel
Comparison of success of at-risk students in diverse, large lecture classes vs. smaller classes consisting solely of at-risk students.
Mason, Diana S.; Verdel, Ellen. J. Chem. Educ. 2001, 78, 252.
Minorities in Chemistry |
Learning Theories
Undergraduate Science and Engineering Students' Understanding of the Reliability of Chemical Data  Bette Davidowitz, Fred Lubben, and Marissa Rollnick
This study investigates the status of procedural knowledge of sophomore science and chemical engineering students in South Africa. Procedural knowledge includes collection, manipulation, and interpretation of experimental data. Some implications for teaching are given.
Davidowitz, Bette; Lubben, Fred; Rollnick, Marissa. J. Chem. Educ. 2001, 78, 247.
Qualitative Analysis |
Learning Theories
An Analogy between Fractional Distillation and Separating Physically Fit and Physically Less Fit Persons  Doble Mukesh
Separating two liquids in a fractional distillation column on the basis of their difference in boiling points is analogous to separating a group of people on the basis of their physical fitness by making them climb a flight of stairs.
Mukesh, Doble. J. Chem. Educ. 2001, 78, 211.
Separation Science |
Learning Theories
Curriculum Alignment Projects: Toward Developing a Need to Know  K. David Pinkerton
This study investigated means of designing a high school chemistry curriculum. A Curriculum Alignment Project (CAP) was used to coordinate one semester (18 weeks) of activities. CAPs are long-term, multiple-approach design and construction projects that provide students a concrete task to accomplish.
Pinkerton, K. David. J. Chem. Educ. 2001, 78, 198.
Learning Theories
Teaching Is Learning--Maximum Incentive, Minimum Discipline in Student Groups Teaching General Chemistry  Mark Benvenuto
A novel form of teaching and test scoring has been developed, in which student group work and test performance are linked to bonus points on weekly quizzes; student groups teach sections of a general chemistry class, and their test grades are adjusted upward on the basis of the scores achieved for each quiz or test.
Benvenuto, Mark A. J. Chem. Educ. 2001, 78, 194.
Learning Theories
When Is an Experiment a Success?  John W. Moore
Experimenting with approaches to instruction in order to improve student achievement.
Moore, John W. J. Chem. Educ. 2001, 78, 141.
Learning Theories
The Data-Driven Classroom  S. R. Bondeson, J. G. Brummer, and S. M. Wright
In the data-driven classroom, students are actively engaged in organizing and interpreting data with the goal of developing reasonable explanations of those data. The characteristics of this classroom paradigm are student centered, inquiry based, and collaborative.
Bondeson, Steve R.; Brummer, James G.; Wright, Steve M. J. Chem. Educ. 2001, 78, 56.
Learning Theories
Writing and Computing across the USM Chemistry Curriculum  Nancy R. Gordon, Thomas A. Newton, Gale Rhodes, John S. Ricci, Richard G. Stebbins, and Henry J. Tracy
A writing and computer program in which the assignments build in complexity until, at the junior level, students are writing full journal-quality laboratory reports. Computer assignments also increase in difficulty as students attack more complicated subjects.
Gordon, Nancy R.; Newton, Thomas A.; Rhodes, Gale; Ricci, John S.; Stebbins, Richard G.; Tracy, Henry J. J. Chem. Educ. 2001, 78, 53.
Learning Theories
Cognitive Requirements of Open-Ended Learning Environments  William R. Robinson
This column summarizes a paper by Susan M. Land entitled Cognitive Requirements for Learning with Open-Ended Learning Environments which discusses the cognitive demands on learners imposed by three important components of computer simulations.
Robinson, William R. J. Chem. Educ. 2001, 78, 20.
Learning Theories
Using Demonstration Assessments to Improve Learning  William C. Deese, Linda L. Ramsey, Jeffrey Walczyk, and Danny Eddy
The purpose of this study was to determine if demonstration assessments promote critical thinking and deeper conceptual understanding of important principles of chemistry. Two introductory chemistry classes were compared, one in which demonstration assessments were utilized, the other serving as a control.
Deese, William C.; Ramsey, Linda L.; Walczyk, Jeffrey; Eddy, Danny. J. Chem. Educ. 2000, 77, 1511.
Learning Theories
To the Front of the Class  Dale E. Wheeler
A teaching method that brings every student in class to the front row of the classroom. Sitting in the front row encourages students to become more focused on the discussion, to ask more questions, and to feel as if they are a contributing part of the classroom learning community.
Wheeler, Dale E. J. Chem. Educ. 2000, 77, 1440.
Learning Theories
Correctly Expressing Atomic Weights   Moreno Paolini, Giovanni Cercignani, and Carlo Bauer
Proposal on the basis of clear-cut formulas that, contrary to customary statements, atomic and molecular weights should be expressed as dimensional quantities (masses) in which the Dalton (= 1.663 x 10-24 g) is taken as the unit.
Paolini, Moreno; Cercignani, Giovanni; Bauer, Carlo. J. Chem. Educ. 2000, 77, 1438.
Nomenclature / Units / Symbols |
Learning Theories
How Can an Instructor Best Introduce the Topic of Significant Figures to Students Unfamiliar with the Concept?  Richard A. Pacer
The focus of this paper is how best to introduce the concept of significant figures so that students find it meaningful before a stage is reached at which they become turned off. The approach described begins with measurements students are already familiar with from their life experiences and involves the students as active learners.
Pacer, Richard A. J. Chem. Educ. 2000, 77, 1435.
Learning Theories |
Nonmajor Courses |
Chemometrics
16th Biennial Conference on Chemical Education  Fitzgerald B. Bramwell
Innovation, inspiration, controversy, and consensus were hallmarks of the 16th Biennial Conference on Chemical Education (BCCE) held at the University of Michigan (UM), Ann Arbor.
Bramwell, Fitzgerald B. J. Chem. Educ. 2000, 77, 1390.
Conferences |
Learning Theories
A Report on CUR 2000: The Many Facets of Undergraduate Research  Kerry K. Karukstis
The Eighth National Conference of the Council on Undergraduate Research assembled a variety of plenary sessions, workshops, poster sessions, and symposia to explore a rich array of themes. Institutionalization of undergraduate research, facility design and renovation, faculty development, funding opportunities, collaborative research, assessment of research activities, and interdisciplinary research were among the issues highlighted.
Karukstis, Kerry K. J. Chem. Educ. 2000, 77, 1388.
Learning Theories |
Undergraduate Research |
Administrative Issues |
Conferences
Let's Talk about It! Using a Graded Discussion Procedure to Make Chemistry Real  Amy Roediger
Graded classroom discussions are a technique employed to extend students' classroom knowledge into real life. Students read a set of articles about a topic relating to the curriculum. The teacher poses an open-ended question to which the students propose answers based on the articles they read. Simultaneously, the responses are graded by the teacher, who does not participate in the discussion.
Roediger, Amy. J. Chem. Educ. 2000, 77, 1305.
Learning Theories |
Applications of Chemistry
Personal Experiences at a Two-Year College  Carmen Collazo
The author's testimony of the impact of attending a two-year college.
Collazo, Carmen. J. Chem. Educ. 2000, 77, 1272.
Learning Theories
Using Poster Sessions as an Alternative to Written Examination--The Poster Exam  Pamela Mills, Stephen DeMeo, William V. Sweeney, Robert Marino, and Sandra Clarkson
The use of a poster session as an oral examination in an introductory integrated physical science / mathematics course for entering freshmen. The poster exam replaces one traditional, in-class written examination, providing an alternate method of student assessment.
Mills, Pamela A.; DeMeo, Stephen; Sweeney, William V.; Marino, Robert; Clarkson, Sandra. J. Chem. Educ. 2000, 77, 1158.
Learning Theories
A Poster Session in Organic Chemistry That Markedly Enhanced Student Learning  P. A. Huddle
In an attempt to improve student success in organic chemistry, a poster presentation session was introduced. The choice of topic for the poster was found to be crucial to the success of the innovation, which resulted in students' increased enthusiasm for, commitment to, and understanding of organic chemistry.
Huddle, Penelope Ann. J. Chem. Educ. 2000, 77, 1154.
Learning Theories
Learning about Atoms, Molecules, and Chemical Bonds: A Case Study of Multiple-Model Use  William R. Robinson
A report from the journal Science Education focusing on the Harrison and Treagust article Learning about Atoms, Molecules, and Chemical Bonds: A Case Study.
Robinson, William R. J. Chem. Educ. 2000, 77, 1110.
Learning Theories |
Kinetic-Molecular Theory |
Molecular Modeling |
Covalent Bonding
Every Year Begins a Millennium  Jerry A. Bell
This article outlines a series of demonstrations and their contexts, leading to recommendations about what we teach and how we teach.
Bell, Jerry A. J. Chem. Educ. 2000, 77, 1098.
Acids / Bases |
Aqueous Solution Chemistry |
Equilibrium |
Kinetics |
Learning Theories
A Web Site Supporting the AP Descriptive Chemistry Question  Kent J. Crippen, David W. Brooks, and Amjad Abuloum
This paper describes the use of a Web page that generates and grades quizzes based on the descriptive AP exam question, in a manner historically similar to previous pencil-and-paper exams. Use of the site indicates a potential as an educational tool.
Crippen, Kent J.; Brooks, David W.; Abuloum, Amjad. J. Chem. Educ. 2000, 77, 1087.
Learning Theories
The MATCH Program: A Preparatory Chemistry and Intermediate Algebra Curriculum  Donald J. Wink, Sharon Fetzer Gislason, Sheila D. McNicholas, Barbara J. Zusman, and Robert C. Mebane
A program that combines instruction in intermediate algebra and preparatory chemistry. These are two critical courses for students interested in science, mathematics, engineering, and the health professions. Students receive instruction that coordinates the order and treatment of topics between the two segments.
Wink, Donald J.; Gislason, Sharon Fetzer; McNicholas, Sheila D.; Zusman, Barbara J.; Mebane, Robert C. J. Chem. Educ. 2000, 77, 999.
Learning Theories
Simulations for Teaching Chemical Equilibrium  Penelope A. Huddle, Margaret Dawn White, and Fiona Rogers
This paper outlines a systematic approach to teaching chemical equilibrium using simulation experiments that address most known alternate conceptions in the topic. Graphs drawn using the data from the simulations are identical to those obtained using real experimental data for reactions that go to equilibrium. This allows easy mapping of the analogy to the target.
Huddle, Penelope Ann; White, Margaret Dawn; Rogers, Fiona. J. Chem. Educ. 2000, 77, 920.
Equilibrium |
Learning Theories
The Role of Metacognition in Learning Chemistry  Dawn Rickey and Angelica M. Stacy
This paper discusses metacognition, defined as thinking about one's own thinking, and its role in conceptual change and problem solving in chemistry. Educational research shows that promoting metacognition in the science classroom prompts students to refine their ideas about scientific concepts and improves their problem-solving success.
Rickey, Dawn; Stacy, Angelica M. J. Chem. Educ. 2000, 77, 915.
Learning Theories
Education: Commodity, Come-On, or Commitment?  John W. Moore
Problems with viewing education as a commodity.
Moore, John W. J. Chem. Educ. 2000, 77, 805.
Learning Theories
Principles of Chemistry (by Michael Munowitz)  reviewed by Jeffrey Kovac
A well-written, conceptual, introductory chemistry text.
Kovac, Jeffrey D. J. Chem. Educ. 2000, 77, 563.
Learning Theories
Developing an Internet-Based Chemistry Class  Mary Jane Patterson
While some classes are easily adapted to an Internet format, lab sciences raise a number of issues that must be tackled before a quality course can be developed in this new medium. The author raises some of those issues and offers a few possibilities.
Patterson, Mary Jane. J. Chem. Educ. 2000, 77, 554.
Learning Theories
Chemophobia in the College Classroom: Extent, Sources, and Student Characteristics  Roberta M. Eddy
The purpose of this research was to provide an understanding of chemophobia (chemistry anxiety) at the college level by determining (i) the extent of chemophobia in the college classroom; (ii) the factors that contribute to college students' anxiety about learning chemistry and handling chemicals; and (iii) the characteristics of college students who have anxiety about learning chemistry and handling chemicals.
Eddy, Roberta M. J. Chem. Educ. 2000, 77, 514.
Learning Theories
Classroom Nomenclature Games--BINGO  Thomas D. Crute
The use of games in the chemistry classroom can provide instruction, feedback, practice, and fun. A modification of a BINGO game to chemical nomenclature and a specific application to alkanes are described. Tips on preparation of materials, and suggested variations including inorganic nomenclature are presented.
Crute, Thomas D. J. Chem. Educ. 2000, 77, 481.
Learning Theories |
Nomenclature / Units / Symbols |
Nonmajor Courses
Why Are Chemists and Other Scientists Afraid of the Peer Review of Teaching?  Charles H. Atwood, James W. Taylor, and Pat A. Hutchings
This paper presents a series of arguments that teaching should be subjected to the similar review standards that chemical research employs. Through peer review, the hope is to elevate the status of teaching in academe.
Atwood, Charles H.; Taylor, James W.; Hutchings, Pat A. J. Chem. Educ. 2000, 77, 239.
Learning Theories
Students Using Chemistry Courseware - Insights from a Qualitative Study  Slavica Pavlinic, Anthony H. Wright, and Paul D. Buckley
A qualitative research study employing stimulated recall interviewing explored student understanding in computer-aided instruction in first-year university chemistry. Analysis of the data showed that although all students completed the tasks, they frequently failed to understand the material presented.
Pavlinic, Slavica; Wright, Anthony H.; Buckley, Paul D. J. Chem. Educ. 2000, 77, 231.
Learning Theories
An Integrated Communication Skills Package for Undergraduate Chemists  W. J. Kerr, R. E. G. Murray, B. D. Moore, and D. C. Nonhebel
An integrated communication skills package has been designed and implemented at the University of Strathclyde. This package is strategically embedded in the undergraduate curriculum, in terms of subject and timing, with a progression of activities that develop communication skills over the course of three years. The aims of the package are to develop team skills, negotiation, and collaborative work in different contexts, to improve literacy skills in relation to chemistry, and to improve oral presentation skills.
Kerr, William J.; Murray, R. E. G.; Moore, B. D.; Nonhebel, D. C. J. Chem. Educ. 2000, 77, 191.
Learning Theories
LeChâtelier's Principle in the Sciences  Volker B. E. Thomsen
The concept of homeostasis in biology and the economic law of supply and demand are both equilibrium-like principles, but involve systems in the steady state. However, all these principles involve the stability of the system under consideration and the analogies presented may be useful in the teaching of LeChtelier's principle.
Thomsen, Volker B. E. J. Chem. Educ. 2000, 77, 173.
Equilibrium |
Learning Theories
A Quantitative Literature Review of Cooperative Learning Effects on High School and College Chemistry Achievement  Craig W. Bowen
This paper has two purposes. First, the reader is given an overview on how quantitative literature reviews (meta-analyses) can be conducted to give overall estimates of the quantitative impact an instructional treatment has on a specific student outcome. The second purpose is to illustrate how such a literature review is carried out by examining studies on using cooperative learning to teach chemistry at the high school and college levels.
Bowen, Craig W. J. Chem. Educ. 2000, 77, 116.
Learning Theories
An Action Research Project: Student Perspectives on Small-Group Learning in Chemistry  Marcy Hamby Towns, Kelley Kreke, and Amanda Fields
An action research methodology was used to learn what small-group learning activities meant to students in a physical chemistry course, to discover how the activities could be improved, and to learn how the students' perception of small-group learning changed.
Towns, Marcy Hamby; Kreke, Kelley; Fields, Amanda. J. Chem. Educ. 2000, 77, 111.
Learning Theories
Using a Teaching Model to Correct Known Misconceptions in Electrochemistry  P. A. Huddle, Margaret Dawn White, and Fiona Rogers
A concrete teaching model for electrochemistry is presented here. It addresses many common student misconceptions about current flow by demonstrating what is occurring at the microscopic level in an electrochemical cell. Both the scope and limitations of the model are discussed.
Huddle, Penelope Ann; White, Margaret Dawn; Rogers, Fiona. J. Chem. Educ. 2000, 77, 104.
Electrochemistry |
Learning Theories
A View of the Science Education Research Literature: Scientific Discovery Learning with Computer Simulations  William R. Robinson
In their study, "Scientific Discovery Learning with Computer Simulations of Concept Domains", Ton de Jong and Wouter van Joolingen review research that addresses the effectiveness of simulations in promoting scientific discovery learning and the problems that learners may encounter as they use discovery learning.
Robinson, William R. J. Chem. Educ. 2000, 77, 17.
Learning Theories
What Next?  John W. Moore
Anticipating the future in refining chemistry curricula.
Moore, John W. J. Chem. Educ. 2000, 77, 7.
Learning Theories
Chemical Methods for Developing Latent Fingerprints  Gurvinder S. Sodhi and Jasjeet Kaur
The constituents of sweat may be selectively fixed by different chemical reagents so as to make latent (invisible) fingerprints visible.
Sodhi, Gurvinder S.; Kaur, Jasjeet. J. Chem. Educ. 1999, 76, 488A.
Forensic Chemistry |
Learning Theories
Microscale Chemistry and Green Chemistry: Complementary Pedagogies  Mono M. Singh, Zvi Szafran, and R. M. Pike
Green chemistry emphasizes the concepts of atom economy, source reduction, pathway modification, solvent substitution, and pollution prevention as means of improving the environmental impact of industrial chemistry. Microscale chemistry serves as a tool for incorporating green chemistry ideas across the curriculum in educational institutions. Examples are drawn from microscale laboratory experiments to illustrate the pedagogic connection between the two areas.
Singh, Mono M.; Szafran, Zvi; Pike, Ronald M. J. Chem. Educ. 1999, 76, 1684.
Microscale Lab |
Learning Theories |
Green Chemistry |
Laboratory Management
Bringing State-of-the-Art, Applied, Novel, Green Chemistry to the Classroom by Employing the Presidential Green Chemistry Challenge Awards  Michael C. Cann
In our environmental chemistry course at the University of Scranton, students select one of the winning entries from the most recent PGCC Awards competition and present a poster on the entry. This exercise exposes these students to state-of-the-art, applied, novel, green chemistry that they would be unlikely to encounter in any other course.
Cann, Michael C. J. Chem. Educ. 1999, 76, 1639.
Learning Theories |
Green Chemistry
Learning Style Perspectives: Impact in the Classroom (by Lynne Celli Sarasin)  reviewed by Jeffrey Kovac
The essential idea of learning styles is that people have different preferred ways of obtaining and processing information. There are a number of ways of classifying these differences and Chapter 2 of this volume provides a concise summary and comparison of the different theories. The core of the book comprises three chapters that describe the three learning styles in detail and give practical suggestions on teaching strategies to better accommodate each type of learner.
Kovac, Jeffrey D. J. Chem. Educ. 1999, 76, 1629.
Learning Theories
The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (by Parker J. Palmer)  reviewed by Catherine Hurt Middlecamp
How does our identity affect the teaching and learning processes? As we teach, what paths are we following intellectually, emotionally, or even spiritually? How do these paths influence our relationship to our content and to our students? With an engaging honesty, Parker Palmer pursues these questions.
Middlecamp, Catherine Hurt. J. Chem. Educ. 1999, 76, 1625.
Learning Theories
Levels of Description in Chemistry (the author replies)  Jensen, William B.
The author replies to concerns regarding terminology used in original article.
Jensen, William B. J. Chem. Educ. 1999, 76, 1622.
Learning Theories
Levels of Description in Chemistry  Nelson, P.G.
Concerns regarding terminology used in original article.
Nelson, P.G. J. Chem. Educ. 1999, 76, 1622.
Learning Theories
Letters  
Concerns regarding terminology used in original article.
J. Chem. Educ. 1999, 76, 1622.
Learning Theories
Teaching Nontraditional Students  John G. Shiber
Science, especially chemistry, and math both seem to have an aura about them that strikes fear into nontraditional college students. Indeed, as a scientist attempting to teach scientific concepts to community college students in central Appalachia, over half of whom are nontraditional, I spend a lot of time attempting to quell such fear.
Shiber, John G. J. Chem. Educ. 1999, 76, 1615.
Nonmajor Courses |
Learning Theories
The Structure of Chemistry  Roy W. Clark
A proposal is made to create a nonspecialized curriculum for the first three years of chemistry. An important feature of this curriculum is that empiricism precedes theory, for theories are explanations. First one needs to know what is to be explained.
Clark, Roy W. J. Chem. Educ. 1999, 76, 1612.
Administrative Issues |
Learning Theories
A Modest Question: What Does It Mean to Be a Professor?  Robert L. Lichter
I remain puzzled by the idea that professors need to be paid from external funds to develop a single course or to modify or create a piece of a curriculum. Have circumstances altered so radically since my own faculty days that faculty members do not see development of courses or curricular units as an integral part of their responsibility? Where does this change in perspective come from?
Lichter, Robert L. J. Chem. Educ. 1999, 76, 1610.
Learning Theories |
Administrative Issues
Ethical Conduct in Science - the Joys of Teaching and the Joys of Learning  Paul M. Treichel Jr.
Addressing ethics and the treatment of scientific data in an introductory chemistry course.
Treichel, Paul M., Jr. J. Chem. Educ. 1999, 76, 1327.
Ethics |
Learning Theories
Statement of Learning Philosophy: Crystallizing Student Goals and Opening Lines of Communication  Mary Anne White
Students have been asked to summarize their "Learning Philosophy" in a short, written, individual assignment. This simple activity has helped the students focus on their learning goals and efficiently provided their professor with knowledge of the learning objectives of the students, both individually and collectively.
White, Mary Anne. J. Chem. Educ. 1999, 76, 1325.
Learning Theories
Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class  Donald R. Paulson
Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes.
Paulson, Donald R. J. Chem. Educ. 1999, 76, 1136.
Learning Theories
Chemical Education in Bulgaria  Vladimir N. Garkov
The sociopolitical changes in Eastern Europe of the 1990s and the ongoing globalization of the chemical industry and chemical education prompted this analysis of the current status of chemical education in Bulgaria, which is not very different from the educational practices in the rest of Europe.
Garkov, Vladimir N. J. Chem. Educ. 1999, 76, 1083.
Learning Theories
Lewis Structures Are Models for Predicting Molecular Structure, Not Electronic Structure  Gordon H. Purser
This article argues against a close relationship between Lewis dot structures and electron structure obtained from quantum mechanical calculations. Lewis structures are a powerful tool for structure prediction, though they are classical models of bonding and do not predict electronic structure.
Purser, Gordon H. J. Chem. Educ. 1999, 76, 1013.
Molecular Properties / Structure |
Covalent Bonding |
Computational Chemistry |
Quantum Chemistry |
MO Theory |
Learning Theories |
Lewis Structures |
Molecular Modeling
A Comparison of University Lecturers' and Pre-service Teachers' Understanding of a Chemical Reaction at the Particulate Level  Kam-Wah Lucille Lee
This study identified a number of views prevalent among two groups of teachers about a single chemical reaction. Two major differences were identified between the university lecturers' and student teachers' views. While training future teachers, more attention should be paid to the "atomic" level of chemical description and its associations with the macro and symbolic levels.
Lee, Kam-Wah Lucille. J. Chem. Educ. 1999, 76, 1008.
Learning Theories
Predicting Acid-Base Titration Curves without Calculations  Dennis W. Barnum
In this paper a qualitative and systematic method for sketching titration curves is presented. Even the more complex cases such as salts or polyprotic acids and bases are treated just as easily as simple monoprotic acids. Having students predict the shape of titration curves from known equilibrium constants helps to focus attention on the general principles without distraction by the mathematics.
Barnum, Dennis W. J. Chem. Educ. 1999, 76, 938.
Acids / Bases |
Quantitative Analysis |
Water / Water Chemistry |
Equilibrium |
Learning Theories |
Titration / Volumetric Analysis |
Chemometrics
Do pH in Your Head  Addison Ault
Every aqueous solution has a pH. Two factors determine this pH: the acidic or basic strength of the solute, and its concentration. When you use pKa values to express acidic and basic strength you can easily estimate the approximate pH of many aqueous solutions of acids, bases, and their salts and their buffers.
Ault, Addison. J. Chem. Educ. 1999, 76, 936.
Equilibrium |
Acids / Bases |
Aqueous Solution Chemistry |
Learning Theories |
Chemometrics |
Brønsted-Lowry Acids / Bases
Eutrophication of Lake Wingra: A Chemistry-Based Environmental Science Module  Ann C. Howe, Leslie Cizmas, and Robert Bereman
The paper describes the development and field test of a curriculum module for introductory chemistry by an interinstitutional, interdisciplinary team representing the disciplines of chemistry, biology, political science, environmental management and computer visualization. The module was designed to show that a serious and common worldwide environmental problem, the eutrophication of freshwater lakes, is directly related to the chemical reactions of phosphates.
Howe, Ann C.; Cizmas, Leslie; Bereman, Robert. J. Chem. Educ. 1999, 76, 924.
Learning Theories
The Evolution of the Celsius and Kelvin Temperature Scales and the State of the Art  Julio Pellicer, M. Amparo Gilabert, and Ernesto Lopez-Baeza
A physical analysis is given of the evolution undergone by the Celsius and Kelvin temperature scales, from their definition to the present day.
Pellicer, Julio; Gilabert, M. Amparo; Lopez-Baeza, Ernesto. J. Chem. Educ. 1999, 76, 911.
Nomenclature / Units / Symbols |
Thermodynamics |
Learning Theories
Innovations for an Industry-Based Curriculum: The I.O.N.S. Concept  John Kenkel, Bradette Hemmerling, and Paul Kelter
This paper describes an innovative concept, I.O.N.S. (Innovative Options and New Solutions), the name of a fictitious consulting corporation for which an introductory student is a chemistry technician; the activities and content are designed to build an understanding of chemistry in industry and society.
Kenkel, John; Hemmerling, Bradette; Kelter, Paul B. J. Chem. Educ. 1999, 76, 889.
Industrial Chemistry |
Learning Theories |
Applications of Chemistry |
Chemical Technicians
An Analysis of College Chemistry Textbooks As Sources of Misconceptions and Errors in Electrochemistry  Michael J. Sanger and Thomas J. Greenbowe
The oxidation-reduction and electrochemistry chapters of 10 introductory college chemistry textbooks were reviewed for misleading or erroneous statements, using a list of student misconceptions. As a result of this analysis, we provide suggestions for chemistry instructors and textbook authors.
Sanger, Michael J.; Greenbowe, Thomas J. J. Chem. Educ. 1999, 76, 853.
Electrochemistry |
Oxidation / Reduction |
Learning Theories
Use of WWW Discussion Boards in Chemistry Education  Kevin W. Paulisse and William F. Polik
Important considerations for selecting, implementing, and maintaining a WWW discussion board are discussed, focusing on features necessary to facilitate use in chemical education. An analysis of the factors that contribute to a successful WWW discussion board is presented, along with examples of successful discussion topics.
Paulisse, Kevin W.; Polik, William F. J. Chem. Educ. 1999, 76, 704.
Learning Theories
Cooperative Electronic Mail: Effective Communication Technology for Introductory Chemistry  Laura E. Pence
Cooperative electronic mail is an excellent alternate method of using cooperative learning that shifts the medium of interaction to the computer and encourages students to learn to communicate effectively through technology. In this project, three types of exercises were assigned, one prior to each exam.
Pence, Laura E. J. Chem. Educ. 1999, 76, 697.
Learning Theories
Graphing Calculator Strategies for Solving Chemical Equilibrium Problems  Henry Donato Jr.
A general method for finding the roots of polynomial equations using the ubiquitous and inexpensive graphing calculator is presented. It is suggested that important reactions, which are not discussed in introductory chemistry courses because of computational considerations, may now be discussed.
Donato, Henry, Jr. J. Chem. Educ. 1999, 76, 632.
Aqueous Solution Chemistry |
Learning Theories |
Equilibrium
Calculating Units with the HP 48G Calculator  Matthew E. Morgan
The HP 48G's units function can make simple calculations, such as converting grams to moles, or more complex unit analysis, such as gas law calculations. Examples and calculator keystrokes for both of these examples are included in this article.
Morgan, Matthew E. J. Chem. Educ. 1999, 76, 631.
Learning Theories |
Nomenclature / Units / Symbols
Illustrating Newman Projections by Using Overhead Transparencies  L. Phillip Silverman and John Barbaro
A method of illustrating the Newman projection of a molecule using an overhead projector is described. This method, which uses two overhead transparencies linked by a thumbtack, provides both an easy and a clear way to present this type of conformational analysis to large lecture classes.
Silverman, L. Phillip; Barbaro, John. J. Chem. Educ. 1999, 76, 630.
Learning Theories |
Stereochemistry |
Molecular Properties / Structure
A Good Beginning  W. G. Sayre and Nancy E. Sayre
The importance of positive attitudes and encouragement in learning.
Sayre, W. G.; Sayre, Nancy E. J. Chem. Educ. 1999, 76, 621.
Learning Theories
Separated by Sex: A Critical Look at Single-Sex Education for Girls (edited by Susan Morse)  reviewed by Sandra C. Ceraulo
This important report summarizes the research on single-sex education, an ever-present but long-ignored segment of our educational system, which the report suggests has much worth modeling; single-sex schools give definite educational advantages to at least some subgroups of the students who attend them.
Ceraulo, Sandra C. J. Chem. Educ. 1999, 76, 615.
Women in Chemistry |
Learning Theories |
Administrative Issues
The Future of Chemistry Is All of Us  Paul Walter
Summary and praise for role played by two-year institutions.
Walter, Paul H. L. J. Chem. Educ. 1999, 76, 600.
Learning Theories |
Minorities in Chemistry |
Administrative Issues
The Joys and Trials of Doing Research with Undergraduates  Norman C. Craig
Practical advice is given for doing research with undergraduates based on forty years of experience. This advice is illustrated with examples from the author's work .
Craig, Norman C. J. Chem. Educ. 1999, 76, 595.
Undergraduate Research |
Learning Theories
A Guided-Inquiry General Chemistry Course  John J. Farrell, Richard S. Moog, and James N. Spencer
A first-year general chemistry course based on constructivist principles and the learning cycle has been developed. Through the use of cooperative learning techniques, students are active participants in the learning process. No lectures are given; students follow guided inquiry worksheets to develop and understand the course concepts. Groups of about four students are formed and the instructor moves among the groups, serving as a facilitator. The laboratory is designed in the same way as the classroom component of the course.
Farrell, John J.; Moog, Richard S.; Spencer, James N. J. Chem. Educ. 1999, 76, 570.
Learning Theories
New Directions in Teaching Chemistry: A Philosophical and Pedagogical Basis  J. N. Spencer
Cognitive and classroom research has provided the teachers of chemistry with a basis on which new pedagogies can be developed. The staples of instruction in the past were based on a behaviorist model, but the paradigm is slowly shifting to a constructivist model. Active involvement of the student in the classroom and laboratory is creating a change in the traditional roles of both student and instructor.
Spencer, James N. J. Chem. Educ. 1999, 76, 566.
Learning Theories
Assessing Student Preparation through Placement Tests  Craig McFate and John Olmsted III
The chemistry department at California State University, Fullerton, uses a placement test of its own design to assess student readiness to enroll in General Chemistry. This test contains items designed to test cognitive skills more than factual knowledge. We have analyzed the ability of this test to predict student success (defined as passing the first-semester course with a C or better) using data for 845 students from four consecutive semesters.
McFate, Craig; Olmsted, John A., III. J. Chem. Educ. 1999, 76, 562.
Learning Theories
Introducing Dynamic Equilibrium as an Explanatory Model  Jan H. Van Driel, Wobbe de Vos, and Nico Verloop
This article describes an educational design for the introduction of chemical equilibrium, in which students' authentic experiences with chemical phenomena play a central role. The students' most effective type of reasoning appeared to be based on the idea that, in a state of equilibrium, all conditions for both the forward and the backward reaction to take place are satisfied.
Van Driel, Jan H.; de Vos, Wobbe; Verloop, Nico. J. Chem. Educ. 1999, 76, 559.
Equilibrium |
Learning Theories
The Complexity of Teaching and Learning Chemical Equilibrium  Louise Tyson, David F. Treagust, and Robert B. Bucat
This paper discusses three key issues relevant to secondary school chemistry teaching. They arise from a study of students' understanding of chemical equilibrium using qualitative and quantitative research methods.
Tyson, Louise; Treagust, David F.; Bucat, Robert B. J. Chem. Educ. 1999, 76, 554.
Equilibrium |
Learning Theories
Improving Teaching and Learning through Chemistry Education Research: A Look to the Future  Dorothy Gabel
The complexity of chemistry has implications for the teaching of chemistry today. That chemistry is a very complex subject is shown from the research on problem solving and misconceptions that has dominated the field during the past 15 years. New programs, particularly those supported with NSF funding, that are based on making chemistry relevant through problem solving and collaborative learning hold promise for reforming chemistry education.
Gabel, Dorothy. J. Chem. Educ. 1999, 76, 548.
Learning Theories |
Kinetic-Molecular Theory
A Review of Laboratory Instruction Styles  Daniel S. Domin
Through a review of the literature, this paper asserts that four distinct styles of laboratory instruction have been utilized throughout the history of chemistry education: expository (traditional), inquiry, discovery, and problem-based. Although these instructional styles share many commonalities and oftentimes their labels are used interchangeably, each style is unique and can be distinguished from the others by a set of three descriptors: outcome, approach, and procedure.
Domin, Daniel S. J. Chem. Educ. 1999, 76, 543.
Learning Theories
The Mid-Lecture Break: When Less Is More  John Olmsted III
Decline of attention toward mid-lecture can be avoided by inserting an interactive "intermission", the mid-lecture break. Change of pace, student involvement, and in-class assessment are the three essential features of mid-lecture breaks. These can be implemented in a variety of ways, depending on the instructor's interests and ingenuity.
Olmsted, John A., III. J. Chem. Educ. 1999, 76, 525.
Learning Theories
What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry  Catherine Hurt Middlecamp and Banu Subramaniam
This paper will examine feminist pedagogy, and relate it to the teaching and learning of chemistry. More correctly, one should refer to feminist pedagogies, as this scholarship is evolving and is a topic for continual debate. Such approaches can benefit all students, not just women.
Middlecamp, Catherine Hurt; Subramaniam, Banu. J. Chem. Educ. 1999, 76, 520.
Women in Chemistry |
Learning Theories
Teaching Chemistry Using the Movie Apollo 13  James G. Goll and B. J. Woods
The use of this popular movie has helped generate interest in chemistry courses.
Goll, James G.; Woods, B. J. J. Chem. Educ. 1999, 76, 506.
Undergraduate Research |
Learning Theories |
Reactions |
Applications of Chemistry
Puzzles in Chemistry and Logic  Carlos Mauricio Castro-Acuña*, Ramiro E. Dominguez-Danache*, Paul Kelter**, and Julie Grundman**
These logic puzzles were field-tested with a diverse audience in the general chemistry classes at the University of Nebraska-Lincoln and were found to be challenging and fairly enjoyable. In this paper we describe and give several examples of logic puzzles.
Castro-Acuña, Carlos Mauricio; Dominguez-Danache, Ramiro E.; Kelter, Paul B.; Grundman, Julie. J. Chem. Educ. 1999, 76, 496.
Learning Theories
Periodic Puns for the Classroom  Paul E. Vorndam
Some puns on the names of the elements are presented.
Vorndam, Paul E. J. Chem. Educ. 1999, 76, 492.
Nomenclature / Units / Symbols |
Periodicity / Periodic Table |
Learning Theories
Using Games to Teach Chemistry. 1. The Old Prof Card Game  Philip L. Granath and Jeanne V. Russell
A card game has been developed and used to teach nomenclature of the elements and their symbols in the first laboratory session of General Chemistry. The game both helps the students learn or review the symbols of the elements and is a good "icebreaker" where students learn the names of other students.
Granath, Philip L.; Russell, Jeanne V. J. Chem. Educ. 1999, 76, 485.
Learning Theories |
Nomenclature / Units / Symbols
Word Juxtapoz: An Innovative Tool for Chemical Education  R. Subramaniam, N. K. Goh, and L. S. Chia
Word Juxtapoz, or the use of words, letters, and numerals juxtaposed in a particular manner or format to convey ideas, is shown to be a useful tool for promoting interest in chemical education. In the same league as crossword puzzles, pictorial puzzles, cartoons, enigmas, and conundrums, Word Juxtapoz confers another tributary for stimulating popular interest in chemistry.
Subramaniam, R.; Goh, Ngoh Khang; Chia, L. S. J. Chem. Educ. 1999, 76, 484.
Learning Theories
Shaping the Future: A Developing NSF Feature  Donald J. Wink
In 1995 the Division of Undergraduate Education at the National Science Foundation was charged with developing a document on undergraduate education. This became the basis for the "Shaping the Future" report, written by a committee led by Melvin George.
Wink, Donald J. J. Chem. Educ. 1999, 76, 461.
Learning Theories |
Administrative Issues
From San Juan to Madison: Cultural Perspectives on Teaching General Chemistry  Catherine Hurt Middlecamp and Mary Ann Davison Fernandez
This article offers practical suggestions to those who teach Hispanic students or are interested in increasing their use of culturally relevant examples in their teaching. It is based on the collaborative experience of two authors, one from the midwestern United States and one from the Caribbean.
Middlecamp, Catherine Hurt; Fernandez, Mary Ann Davison. J. Chem. Educ. 1999, 76, 388.
Minorities in Chemistry |
Learning Theories |
Professional Development
A View of the Science Education Research Literature: Student Understanding of Chemical Change  William R. Robinson
In their paper, "Students' understanding of chemical reactions" which appeared in the International Journal of Science Education (1998, 20, 303-316), Maija Ahtee and Irma Varjola cite studies indicating that many students of a variety of ages and nationalities are unable to distinguish between physical change and chemical change.
Robinson, William R. J. Chem. Educ. 1999, 76, 297.
Learning Theories
Reforming High School Chemistry Textbooks  Trapp, David W.
High schools need a course that teaches chemistry by having students do chemistry.
Trapp, David W. J. Chem. Educ. 1999, 76, 165.
Learning Theories
Response to The NSF "Systemic" Projects- A New Tradition Commentary by Gordon Barrow  Brock Spencer, David K. Gosser Jr., and Orville L. Chapman
Three response to The NSF "Systemic" Projects- A New Tradition Commentary.
Spencer, Brock; Gosser, David K., Jr.; Chapman, Orville L. J. Chem. Educ. 1999, 76, 159.
Learning Theories |
Administrative Issues
The NSF "Systemic" Projects- A New Tradition  Gordon M. Barrow
The five projects of the NSF initiative Systemic Changes in the Undergraduate Chemistry Curriculum are about to introduce significant and fundamental changes into introductory chemistry courses. The outlines of these projects show that their goal is that of helping students, often through cooperative efforts, develop skills in dealing with information, procedures, people, and technology by addressing various topics in chemistry.
Barrow, Gordon M. J. Chem. Educ. 1999, 76, 158.
Learning Theories |
Administrative Issues
Effect of Experience on Retention and Elimination of Misconceptions about Molecular Structure and Bonding  James P. Birk and Martha J. Kurtz
A test designed to uncover misconceptions in molecular structure and bonding was administered to students from high school through graduate school and to some college faculty. The study tracked the disappearance of these misconceptions over a time span of 10 years of student experience, along with the development of accepted conceptions.
Birk, James P.; Kurtz , Martha J. J. Chem. Educ. 1999, 76, 124.
Molecular Properties / Structure |
Learning Theories
Student Active Learning Methods in General Chemistry  Jeffrey Kovac
The use of student active learning methods including ConcepTests, cooperative learning workshops, cooperative take-home exams, and writing assignments in a mainstream general chemistry course is described. The results of detailed student surveys assessing the pedagogical methods are presented and discussed.
Kovac, Jeffrey D. J. Chem. Educ. 1999, 76, 120.
Learning Theories
The Impact of Continuous Instructional Development on Graduate and Undergraduate Students  Susan C. Nurrenbern, Joseph A. Mickiewicz, and Joseph S. Francisco
Attention to teaching and learning issues on a weekly basis appears to have been helpful in developing graduate students' potential as effective instructors and was well received by a majority of graduate instructors. Results of student evaluations indicate that graduate instructors in the trial group were rated more favorably than those in the comparison group in the areas of being prepared, providing lucid explanations, being effective at helping students learn to think, and overall performance.
Nurrenbern, Susan C.; Mickiewicz, Joseph A.; Francisco, Joseph S. J. Chem. Educ. 1999, 76, 114.
TA Training / Orientation |
Learning Theories
Students' Self-Assessment in Chemistry Examinations Requiring Higher- and Lower-Order Cognitive Skills  Uri Zoller, Michal Fastow, Aviva Lubezky, and Georgios Tsaparlis
We evaluated the differences between students' self-assessment and their professors' assessment on midterm exams in introductory college courses in Israel and Greece, together with the students' appraisal of their capability for self- and peer-assessment.
Zoller, Uri; Fastow, Michal; Lubezky, Aviva; Tsaparlis, Georgios. J. Chem. Educ. 1999, 76, 112.
Learning Theories
A Content Analysis of General Chemistry Laboratory Manuals for Evidence of Higher-Order Cognitive Tasks  Daniel S. Domin
Three experiments from each of ten lab manual were examined for evidence of higher-order cognitive activities. Analysis was based upon the six major cognitive categories of Bloom's Taxonomy of Educational Objectives: knowledge, comprehension, application, analysis, synthesis, and evaluation. The results of this study show that the overwhelming majority of general chemistry laboratory manuals provide tasks that require the use of only the lower-order cognitive skills: knowledge, comprehension, and application.
Domin, Daniel S. J. Chem. Educ. 1999, 76, 109.
Learning Theories
Constructivism: The Implications for Laboratory Work  Thomas W. Shiland
An explicit theory of constructivism for science education is defined using references from the literature. This theory is used to suggest ways to modify laboratory activities to increase student understanding. It is argued that explicit theories of education with specific implications are useful to the classroom teacher, as they allow use, discussion, and modification.
Shiland, Thomas W. J. Chem. Educ. 1999, 76, 107.
Learning Theories
Effects of Context-Based Laboratory Experiments on Attitudes of Analytical Chemistry Students  Julie Henderleiter and David L. Pringle
This study suggests that context-based laboratory activities can improve some aspects of student attitude. Students' attitudes toward their ability to reason about and interpret experimental results as well as the ability to function in a laboratory setting are enhanced most by context-based laboratory.
Henderleiter, Julie; Pringle, David L. J. Chem. Educ. 1999, 76, 100.
Learning Theories
The Crystallization Clinic-A TA Orientation Exercise  Marjorie Kandel
Our orientation exercise for TAs in the organic laboratories is a Crystallization Clinic, and the main feature is a contest. Each TA has a different unknown solid to recrystallize. The products are judged by the students in the organic lab courses. Beauty of the crystals is the single criterion. The contest serves to refresh the TAs' technique and to give them empathy with the beginning students.
Kandel, Marjorie. J. Chem. Educ. 1999, 76, 67.
TA Training / Orientation |
Learning Theories |
Crystals / Crystallography
The Design and Synthesis of a Large Interactive Classroom  Laurel L. Clouston and Mark H. Kleinman
The use of group learning techniques in large classes has been used to effectively convey the central concepts of SN1 and SN2 reactions in an introductory organic chemistry class. The activities described are best used as an introduction to these mechanisms.
Clouston, Laurel L.; Kleinman, Mark H. J. Chem. Educ. 1999, 76, 60.
Mechanisms of Reactions |
Learning Theories
Amounts Tables as a Diagnostic Tool for Flawed Stoichiometric Reasoning  John Olmsted III
Amounts tables can be used to organize the data and reasoning involved in limiting-reagent problems. In this context, amounts tables can provide useful diagnostic information about students' abilities to reason stoichiometrically.
Olmsted, John A., III. J. Chem. Educ. 1999, 76, 52.
Learning Theories |
Stoichiometry
MBRS Programs at East Los Angeles College  Carcy Chan
Components and results of the Minority Biomedical Research Support Program at ELAC.
Chan, Carcy. J. Chem. Educ. 1999, 76, 15.
Minorities in Chemistry |
Learning Theories
Do We Really Value Learning?   John W. Moore
The importance of the practice of teaching at the collegiate level.
Moore, John W. J. Chem. Educ. 1999, 76, 5.
Learning Theories |
Administrative Issues
Developing and Using Conceptual Computer Animations for Chemistry Instruction  K. A. Burke, Thomas J. Greenbowe, and Mark A. Windschitl
This paper discusses several issues surrounding the development and use of instructional conceptual computer animations.
Burke, K. A.; Greenbowe, Thomas J.; Windschitl, Mark A. J. Chem. Educ. 1998, 75, 1658.
Electrochemistry |
Learning Theories
Low-Level Radioactive Waste Disposal: An Exercise in Dealing with Pollution  Grant R. Krow and Jessica B. Krow
A problem-based learning exercise based upon the need for society to dispose of low-level radioactive waste is presented. The exercise is structured as a classroom-centered group problem-based learning module, whose exploration will occupy at least two-three weeks of class time. The goals are to increase student understanding of chemistry and its relationship to ethics and political decision-making.
Krow, Grant R.; Krow, Jessica B. J. Chem. Educ. 1998, 75, 1583.
Learning Theories |
Nuclear / Radiochemistry |
Ethics
Ernest Rutherford, Avogadro's Number, and Chemical Kinetics  I. A. Leenson
The paper presents a way for students to use data from Rutherford's works (1908 - 1911) in order to determine one of the most precise values of Avogadro Constant available at the beginning of the century.
Leenson, I. A. J. Chem. Educ. 1998, 75, 998.
Learning Theories |
Nuclear / Radiochemistry |
Kinetics
There Seems To Be Uncertainty about the Use of Significant Figures in Reporting Uncertainties of Results  Julio F. Caballero and Delphia F. Harris
A cursory review of two journals indicates that uncertainties in experimental results are not consistently reported in the literature with the correct number of significant figures. The problem seems more frequent in computer generated results in both chemical education and research articles. Examples of published values with uncertainty inappropriately reported are included along with the appropriate rounding.
Caballero, Julio F.; Harris, Delphia F. J. Chem. Educ. 1998, 75, 996.
Laboratory Equipment / Apparatus |
Learning Theories |
Chemometrics
A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence  John C. Wright, Susan B. Millar, Steve A. Koscuik, Debra L. Penberthy, Paul H. Williams, and Bruce E. Wampold
A new strategy has been developed to credibly assess the effects of curriculum reform on student competence. In order to implement the strategy, a comparative assessment was performed between the students in a section of a course with active learning and those in a reference section.
Wright, John C.; Millar, Susan B.; Koscuik, Steve A.; Penberthy, Debra L.; Williams, Paul H.; Wampold, Bruce E. J. Chem. Educ. 1998, 75, 986.
Learning Theories
The Boyer Report  John W. Moore
Synopsis of Reinventing Undergraduate Education: A Blueprint for America's Research Universities by the Boyer Commission on Educating Undergraduates in the Research University.
John W. Moore. J. Chem. Educ. 1998, 75, 935.
Undergraduate Research |
Learning Theories
Designing New Undergraduate Experiments  Min J. Yang and George F. Atkinson
A convenient outline of the task of preparing an experiment for undergraduates. What is offered is not an exhaustive description, but a series of checklists of points based on experience and observation - which are often overlooked, only to create problems when the experiment is used in the lab.
Yang, Min J.; Atkinson, George F. J. Chem. Educ. 1998, 75, 863.
Learning Theories
Teaching College General Chemistry: Techniques Designed To Communicate a Conceptual Framework  Ronald J. Duchovic
This paper discusses two techniques which have been utilized for five semesters in general chemistry courses and which attempt to surmount barriers to learning by emphasizing the conceptual framework of the science of chemistry. This paper will discuss the techniques, their application and impact, and finally, the positive and negative aspects their utilization in a general chemistry course.
Duchovic, Ronald J. J. Chem. Educ. 1998, 75, 856.
Learning Theories
Logic, History, and the Chemistry Textbook: II. Can We Unmuddle the Chemistry Textbook?  William B. Jensen
How paying attention to whether a subject is being treated at the molar, molecular, or electrical level of discourse can help to eliminate logically-flawed definitions and concepts, help to revise those which are historically outdated, and help to resolve current debates in the educational literature about the relative merits of competing approaches to a given subject.
Jensen, William B. J. Chem. Educ. 1998, 75, 817.
Learning Theories
Introductory Students, Conceptual Understanding, and Algorithmic Success  David B. Pushkin
It is important for chemical educators to understand that conceptual learning is actually superior to algorithmic learning along a cognitive spectrum. The reason for this is that conceptual learners have a better sense of the context in problems, can distinguish unique features in problems, and can employ more flexible problem solving strategies.
Pushkin, David B. J. Chem. Educ. 1998, 75, 809.
Learning Theories
Teaching Computer Concepts to Undergraduate Chemists  Ronald S. Haines
A curriculum for introducing chemistry students to the use of computer hardware and software in chemistry is described. The aim of the curriculum is to give students confidence when dealing with computers by emphasizing underlying concepts which are common to many computer applications.
Haines, Ronald S. J. Chem. Educ. 1998, 75, 785.
Learning Theories |
Laboratory Equipment / Apparatus
Process Development in the Teaching Laboratory  Leonard C. Klein and Susanne M. Dana
In this project for advanced placement or second-year high school chemistry students, students mimic the process development in industrial laboratories by investigating the effect of varying conditions in the synthesis of aspirin. The class decides on criteria that should be explored (quantity of catalyst, temperature of reaction, etc.). The class is then divided into several teams with each team assigned a variable to study.
Klein , Leonard C.; Dana, Susanne M. J. Chem. Educ. 1998, 75, 745.
Learning Theories |
Undergraduate Research
The New Traditions Consortium: Shifting from a Faculty-Centered Paradigm to a Student-Centered Paradigm  Clark R. Landis, G. Earl Peace Jr., Maureen A. Scharberg, Steven Branz, James N. Spencer, Robert W. Ricci, Susan Arena Zumdahl, and David Shaw
The New Traditions Consortium comprises faculty from two-year colleges, liberal arts colleges, comprehensive universities, and research universities who are united by the common goal of effecting paradigm shifts in the chemistry learning experience. Our approach has been to identify mechanisms of pedagogical/instructional change, implement them at different types of institutions, and evaluate their effects on student learning.
Landis, Clark R.; Peace, G. Earl, Jr.; Scharberg, Maureen A.; Branz, Steven; Spencer, James N.; Ricci, Robert W.; Zumdahl, Susan Arena; Shaw, David. J. Chem. Educ. 1998, 75, 741.
Learning Theories |
TA Training / Orientation |
Student-Centered Learning
Introductory Chemistry and Biology Taught as an Interdisciplinary Mini-Cluster  Adele J. Wolfson, Mona L. Hall, and Mary M. Allen
In order to facilitate interdepartmental and interdisciplinary connections, we designed and offered a "mini-cluster" consisting of one session of Introductory Cell Biology and one section of (second-semester) Introductory Chemistry. Students were enrolled in both courses simultaneously, classes were taught in back-to-back sections, and the material from each class was related to concepts presented in the other.
Wolfson, Adele J.; Hall, Mona L.; Allen, Mary M. J. Chem. Educ. 1998, 75, 737.
Learning Theories
Audience-Appropriate Analogies: Collision Theory  Kent W. Piepgrass
This article presents two new analogies for collision theory based on arcade games and on the interactions between salesclerks and customers in a store. The uses, limitations, and possible extensions of the analogies are discussed.
Piepgrass, Kent W. J. Chem. Educ. 1998, 75, 724.
Learning Theories |
Mechanisms of Reactions |
Kinetics
Why Do Alcoholic Beverages Have "Legs"?  Todd P. Silverstein
After a sip of wine, "legs" of liquid typically run up and down the inside of the glass for many minutes. This phenomenon stems from the dipole-dipole intermolecular forces that are so important in understanding the physical behavior of aqueous solutions.
Silverstein, Todd P. J. Chem. Educ. 1998, 75, 723.
Noncovalent Interactions |
Aqueous Solution Chemistry |
Learning Theories |
Alcohols |
Hydrogen Bonding
Using Interactive Anonymous Quizzes in Large Lecture General Chemistry Courses  Thomas A. Holme
A low-cost technique for incorporating both interactive learning and student feedback into a large lecture setting is described. Regular, but limited, use of such quizzes provides a means by which an instructor may foster an interactive environment without spending large amounts of class time.
Holme, Thomas A. J. Chem. Educ. 1998, 75, 574.
Learning Theories
Improving Introductory Chemistry (the authors reply)  Gillespie, Ronald J.; Spencer, J.N.; Moog, R.S.
Helping students to better understand the concepts of chemistry by drastically revising the general chemistry course.
Gillespie, Ronald J.; Spencer, J.N.; Moog, R.S. J. Chem. Educ. 1998, 75, 541.
Learning Theories |
Constructivism
Improving Introductory Chemistry  Barrow, Gordon M.
Much time and effort are wasted in trooping many high school and college students through introductory and general chemistry courses.
Barrow, Gordon M. J. Chem. Educ. 1998, 75, 541.
Learning Theories |
Constructivism
In Defense of Quantum Numbers  Robert M. Richman
A recent paper has argued that the derivation of the periodic table using quantum numbers is a topic that should be eliminated from introductory chemistry courses because it is too abstract, mysterious, and esoteric. A rebuttal is offered based on the claim that it would be wrong to omit discussions of the inductive approach of Mendeleev and the deductive approach initiated by Schroedinger, because they compose the consummate example of that interaction of empirical and rational epistemologies that defines how chemists think.
Richman, Robert M. J. Chem. Educ. 1998, 75, 536.
Learning Theories |
Periodicity / Periodic Table |
Quantum Chemistry
Extended Wordsearches in Chemistry  Simon Cotton
Students can be encouraged to develop their factual knowledge by use of puzzles. One strategy described here is the extended wordsearch, where the wordsearch element generates a number of words or phrases from which the answers to a series of questions are selected.
Simon Cotton. J. Chem. Educ. 1998, 75, 489.
Learning Theories
Crime in the Classroom Part III: The Case of the Ultimate Identical Twin  David N. Harpp and James J. Hogan
This paper describes an unusual case of academic misconduct which was detected by the computer program SIGNUM; both students eventually confessed.
David N. Harpp and James J. Hogan. J. Chem. Educ. 1998, 75, 482.
Learning Theories |
Ethics
An Analogy to Help Students Understand Reaction Orders  Charles J. Marzzacco
This article describes a simple analogy to help students understand the concept of the rate law for a chemical reaction. The analogy involves the mathematical relationships between various characteristics of a cube and the length of its edge.
Charles J. Marzzacco. J. Chem. Educ. 1998, 75, 482.
Learning Theories |
Kinetics |
Rate Law
Mechanism Templates: Lecture Aids for Effective Presentation of Mechanism in Introductory Organic Chemistry  Brian J. McNelis
To promote active student learning of mechanism in introductory organic chemistry, hand-outs have been developed with incomplete structures for reaction processes depicted, which are called mechanism templates. The key to these lecture aids is to provide only enough detail in the diagram to facilitate notetaking, ensuring that these templates are dynamic learning tools that must be utilized by an engaged and alert student.
Brian J. McNelis. J. Chem. Educ. 1998, 75, 479.
Learning Theories |
Mechanisms of Reactions |
Reactions |
Addition Reactions |
Acids / Bases |
Electrophilic Substitution |
Nucleophilic Substitution
Illustrating Tetrahedral Carbons in Organic Compounds  Stella D. Elakovich
This paper describes a method of illustrating the tetrahedral nature of carbons using an overhead projector and molecular models.
Stella D. Elakovich. J. Chem. Educ. 1998, 75, 479.
Learning Theories |
Molecular Properties / Structure
A Guided Inquiry Approach to NMR Spectroscopy  Laura E. Parmentier, George C. Lisensky, and Brock Spencer
The authors present a novel way to introduce NMR spectroscopy into the general chemistry curriculum as part of a week-long aspirin project in their one-semester introductory course. Purity is determined by titration and IR and NMR spectroscopy.
Laura E. Parmentier, George C. Lisensky, and Brock Spencer. J. Chem. Educ. 1998, 75, 470.
Learning Theories |
NMR Spectroscopy |
Instrumental Methods |
IR Spectroscopy |
Titration / Volumetric Analysis |
Quantitative Analysis
The First-Day Quiz as a Teaching Technique  Raymond S. Ochs
A first-day quiz for students in an advanced chemistry class, presented to them ostensibly as a test of basic knowledge. The important objective of the exercise is to allow students to realize what they don't know about fundamental chemistry, which makes them more receptive to chemical education.
Raymond S. Ochs. J. Chem. Educ. 1998, 75, 401.
Learning Theories
Teaching Distillation Knowledge: A Video Film about Distillation Bridging a Gap Between Theory and Practice  Martin J. Goedhart, Hanno van Keulen, Theo M. Mulder, Adri H. Verdonk, and Wobbe De Vos
The authors observed that first year students hardly used their knowledge of phase theory in the design and performance of distillations. They therefore developed a video in which they confront students with the boiling properties of liquid mixtures.
Goedhart, Martin J.; van Keulen, Hanno; Mulder, Theo M.; Verdonk, Adri H.; De Vos, Wobbe. J. Chem. Educ. 1998, 75, 378.
Learning Theories |
Phases / Phase Transitions / Diagrams |
Separation Science |
Liquids |
Physical Properties
Supplemental Instruction for Introductory Chemistry Courses: A Preliminary Investigation  Thomas J. Webster and Linda Hooper
For this study, the lecture, recitation, and laboratory format was essentially maintained, with one additional review opportunity offered to students - Supplemental Instruction (SI). SI is an interactive program that achieves student mastery of course content as students develop and integrate effective learning and study skill strategies.
Webster, Thomas J.; Hooper, Linda. J. Chem. Educ. 1998, 75, 328.
Learning Theories |
Enrichment / Review Materials
Beyond the Textbook: A First-Year Introduction to Research at a Research I University  James D. Martin
This project involves interviewing professors, graduate students and postdocs about their research, and where possible shadowing researchers in the laboratory. At the conclusion of this project, student teams write a feature news article and give a fifteen minute oral presentation.
Martin, James D. J. Chem. Educ. 1998, 75, 325.
Learning Theories |
Undergraduate Research
The ChemLinks and ModularCHEM Consortia: Using Active and Context-Based Learning To Teach Students How Chemistry Is Actually Done  Sharon Anthony, Heather Mernitz, Brock Spencer, Joshua Gutwill, Susan E. Kegley, and Marco Molinaro
This report describes the author's implementation of a modular approach and some of the active learning strategies it employs, plans for evaluating the effectiveness of this approach, and plans for disseminating it broadly within the undergraduate chemistry community.
Anthony, Sharon; Mernitz, Heather; Spencer, Brock; Gutwill, Joshua; Kegley, Susan E.; Molinaro, Marco. J. Chem. Educ. 1998, 75, 322.
Learning Theories
Simplified Lewis Structure Drawing for Nonscience Majors  Barnabe B. Miburo
Lewis structures are drawn using a simplified novel method with the following features: 1) the atoms used are brought in carrying all their valence electrons; 2) bonds are created by pairing up valence electrons between the central atoms and peripheric atoms; 3) anions are formed by addition of electrons to single electrons on appropriate atoms, while cations are formed by removal of single electrons.
Miburo, Barnabe B. J. Chem. Educ. 1998, 75, 317.
Learning Theories |
Lewis Structures |
Nonmajor Courses |
Molecular Properties / Structure
A View of the Science Education Research Literature: Visual Aids in Laboratory Manuals Improve Comprehension  William R. Robinson
The authors describe a laboratory manual with changes that lead to significantly higher student scores on measures of laboratory-related achievement and psychomotor skills in addition to more favorable attitudes toward laboratory activities. They also provide a useful checklist and rubric for scoring laboratory skills.
Robinson, William R. J. Chem. Educ. 1998, 75, 282.
Learning Theories
Should Advanced Instruments Be Used in Introductory Courses?  Jack K. Steehler
Author argues whether or not to use advanced instruments in general/introductory chemistry courses.
Steehler, Jack K. J. Chem. Educ. 1998, 75, 274.
Learning Theories |
Laboratory Equipment / Apparatus |
Instrumental Methods
Integrating Multiple Teaching Methods into a General Chemistry Classroom  Joseph S. Francisco, Gayle Nicoll, and Marcella Trautmann
The teaching methods implemented were lecture, concept maps, class discussions, and cooperative learning. The studied showed that each teaching format served a different purpose for the students and indicated that the integration of multiple methods of teaching can enhance student participation.
Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella. J. Chem. Educ. 1998, 75, 210.
Learning Theories
Spatial Perception Skills of Chemistry Students  Sharon L. Coleman and Albert J. Gotch
Study examined a population of chemistry students which focused on changes in mental proficiencies of students during a 12-year period and the differences between genders. The scores on the test mirrored preparation. The gender gap between men and women closed due to lower scores for men while the women's scores remained relatively constant.
Coleman, Sharon L.; Gotch, Albert J. J. Chem. Educ. 1998, 75, 206.
Learning Theories
The Workshop Chemistry Project: Peer-Led Team-Learning  David K. Gosser and Vicki Roth
A coalition of faculty, students, and learning specialists, the Workshop Chemistry project is developing a peer-led team-learning model for teaching and learning chemistry. The workshop model embraces dimensions of student experience that are essential for learning: the freedom to discuss and debate chemistry in a challenging but supportive environment, the connection to mentors, and the power of working as part of a team.
Gosser, David K.; Roth, Vicki. J. Chem. Educ. 1998, 75, 185.
Learning Theories
General Chemistry Teaching Workshop: A Student's View  Kimberly Glenn
Groups of students attended the The General Chemistry Teaching Workshop; their experiences gave the participants of the workshop immediate feedback and new ideas for teaching in the classroom.
Glenn, Kimberly. J. Chem. Educ. 1998, 75, 147.
Learning Theories |
Professional Development
Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop  David M. Hanson and Troy Wolfskill
Participants report that the 1997 Stony Brook General Chemistry Teaching Workshop was a success; similar workshops will appear across the country.
Hanson, David M.; Wolfskill, Troy. J. Chem. Educ. 1998, 75, 143.
Learning Theories |
Professional Development |
Student-Centered Learning
Has Chemical Education Reached Equilibrium? (2)  Schultz, E.
The evolution of chemistry has out-paced the chemical curriculum.
Schultz, E. J. Chem. Educ. 1998, 75, 138.
Learning Theories
Education versus Training  John W. Moore
The difference between education and training; students should be educated, not trained.
Moore, John W. J. Chem. Educ. 1998, 75, 135.
Learning Theories
Is Laboratory Based Instruction in Beginning College-Level Chemistry Worth the Effort and Expense?  Alexandra Hilosky, Frank Sutman, and Joseph Schmuckler
The authors report on one of a series of studies related to seeking a more effective role for laboratory experience in science instruction. This particular study addresses the status of laboratory based instruction in chemistry at the beginning college level for majors and nonmajors. The study is of interest to those who seek effective means of reforming beginning college level chemistry instruction in ways that give greater emphasis to laboratory based experiences.
Hilosky, Alexandra; Sutman, Frank; Schmuckler, Joseph. J. Chem. Educ. 1998, 75, 100.
Learning Theories |
Nonmajor Courses
Problem-Solving Teaching in the Chemistry Laboratory: Leaving the Cooks...  Christian Gallet
The Problem-Solving Teaching method is outlined in an organic chemistry laboratory.
Gallet, Christian. J. Chem. Educ. 1998, 75, 72.
Learning Theories
Inserting an Investigative Dimension into Introductory Laboratory Courses  Carolyn Herman
The use of investigative laboratory experiments makes the analysis of data or hypothesis formation open-ended and requires students to design their own experiments.
Herman, Carolyn. J. Chem. Educ. 1998, 75, 70.
Learning Theories
How Do I Get My Students to Work Together? Getting Cooperative Learning Started  Marcy Hamby Towns
The author discusses how cooperative learning can improve many facets in the classroom and the positive effects it has on students. An example on how to start cooperative learning in the classroom is also given.
Towns, Marcy Hamby. J. Chem. Educ. 1998, 75, 67.
Learning Theories
Acid Rain Demonstration: The Formation of Nitrogen Oxides as a By-Product of High-Temperature Flames in Connection with Internal Combustion Engines  Jerry A. Driscoll
This demonstration illustrates the formation of nitrogen oxides resulting from a high temperature flame.
Driscoll, Jerry A. J. Chem. Educ. 1997, 74, 1424.
Equilibrium |
Learning Theories |
Water / Water Chemistry |
Oxidation / Reduction
Integrating High School Chemistry with Environmental Studies and Research  Jack Randall
This article is a summary of a presentation made at the 1996 BCCE in Clemson, SC, as part of a symposium detailing the integration of environmental topics into Chemistry curricula. High school chemistry has long used environmental topics to enhance the study of various components of the curriculum. This article illustrates the benefits of incorporating environmental science as an integral part of a high school Chemistry course.
Randall, Jack. J. Chem. Educ. 1997, 74, 1409.
Learning Theories |
Nonmajor Courses |
Water / Water Chemistry
Opening College Doors to All Americans: Excerpts from Remarks at San Jacinto Community College  Bill Clinton
Remarks excerpted from a speech given by President Bill Clinton at San Jacinto Community College, Pasadena Texas, on September 26, 1997.
Clinton, Bill. J. Chem. Educ. 1997, 74, 1392.
Learning Theories |
Administrative Issues
A View of the Science Education Research Literature  William R. Robinson
The report "Patterns of Conceptual Change in Evolution" describes a study of three students as their concepts of the theoretical framework of biological evolution change during their second year of high school biology.
Robinson, William R. J. Chem. Educ. 1997, 74, 1265.
Learning Theories
Celsius to Fahrenheit and Vice Versa - Quick, Exact, and Neat  S. C. Dutta Roy
A quick, exact, and neat method is given for conversion of Celsius to Fahrenheit temperatures and vice versa.
Roy, S. C. Dutta. J. Chem. Educ. 1997, 74, 1199.
Learning Theories |
Nomenclature / Units / Symbols
Cheating Probabilities on Multiple Choice Tests  Gaspard T. Rizzuto and Fred Walters
In a real life situation, the probability of two students having identical responses becomes larger the better the students are. However the mathematical model is developed for all responses, both correct and incorrect, and provides a baseline for evaluation.
Rissuto, Gaspard T.; Walters, Fred. J. Chem. Educ. 1997, 74, 1185.
Learning Theories
Reminder Sheets for Chemistry Examinations  Charles L. Perrin
Instructors are urged to permit students to use "Reminder Sheets" in examinations. The pedagogical justifications for them are discussed.
Perrin, Charles L. J. Chem. Educ. 1997, 74, 1180.
Learning Theories
The Chemistry Classroom: Formulas for Successful Teaching (by J. Dudley Herron)  Harold H. Harris
The textbook is intended to convey some of the author's insights to less experienced or less perceptive colleagues, so that they can incorporate them into their own practice.
Harris, Harold H. J. Chem. Educ. 1997, 74, 1167.
Learning Theories
Teaching Secondary School Science: Strategies for Developing Scientific Literacy, 6th ed. (by Leslie W. Trowbridge and Rodger W. Bybee)  Harold H. Harris
Considers almost every topic of concern to a beginning teacher from developing a personal philosophy of teaching, to national standards for science education, curriculum development in middle and secondary schools, methods and strategies of teaching, handling controversy in the classroom, and assessing student performance.
Harris, Harold H. J. Chem. Educ. 1997, 74, 1167.
Administrative Issues |
Learning Theories
A Study of the pH of Sweat for Horses: A Student-Devised Study by Science and Health Science Majors  John Tierney, Lori Peacock, Erica Sorkin, and Susan Ware
This article describes the results obtained when the pH for horse sweat was measured. Comparisons with the studies on humans are also noted. The pH of perspiration produced by mares and gelding was measured under controlled conditions and found to be between 6.7 to 10.
Tierney, John; Peacock, Lori; Sorkin, Erica; Ware, Susan. J. Chem. Educ. 1997, 74, 1135.
Learning Theories |
Acids / Bases |
Drugs / Pharmaceuticals |
Undergraduate Research
Showing Food Foams Properties with Common Dairy Foods  Carlos Bravo-Diaz and Elisa Gonzalez-Romero
Some easy to carry, inexpensive and safe experiments developed using familiar kitchen materials related with egg foams. Eggs's properties are not only limited to prepare excellent and delicious emulsions like mayonnaise but also makes excellent foams, increasing their volume significantly in two primary ways.
Bravo-Diaz, Carlos; Gonzalez-Romero, Elisa. J. Chem. Educ. 1997, 74, 1133.
Learning Theories |
Food Science |
Proteins / Peptides |
Applications of Chemistry
Research in Chemical Education - the Third Branch of Our Profession  Diane M. Bunce and William R. Robinson
Chemical education researchers can provide tested, theory-based, or data-based insights and methodologies to the chemical education community. We focus on a variety of basic research questions. How and why do students learn? Why is chemistry difficult, even for many good students? What works to facilitate effective learning?
Bunce, Diane M.; Robinson, William R. J. Chem. Educ. 1997, 74, 1076.
Learning Theories
Poster Sessions as a Learning Technique  Mary E. Sisak
This paper describes the use of poster sessions as a teaching tool in a junior level biochemistry course. Students were assigned the task of investigating a disease of their choice and then preparing and presenting a poster describing the molecular origin of the disease.
Sisak, Mary E. J. Chem. Educ. 1997, 74, 1065.
Learning Theories
Keeping a Scientific Notebook: The Lego Exercise  Bradford D. Pendley
A brief exercise using Lego blocks is described. The exercise is designed to motivate students to record observations clearly and unambiguously in their laboratory notebooks immediately after they are made.
Pendley, Bradford D. J. Chem. Educ. 1997, 74, 1065.
Learning Theories
Some Prerequisites for Achieving Better Results in Teaching Chemical Technology at the University Level  Rumen Ivanov Dimitrov, Boyanka Tsankova Mateeva
The authors share their philosophy and factors in successful teaching and learning based on their experience of teaching Metallurgy and Chemical Technology at the University of Technology, Sofia and at Plovdiv University.
Dimitrov, Rumen Ivanov; Mateeva, Boyanka Tsankova . J. Chem. Educ. 1997, 74, 944.
Learning Theories |
Metallurgy
Observation of Magnetic Repulsion Acting on Nitrogen Bubble on Water Surface - A Simple Experiment of Studying Diamagnetic Property of Nitrogen  Yukinori Matsuyama, Takashi Yasuoka, Syunmei Mitsuzawa, Tunetaka Sasaki
Observation of the paramagnetic property by a simple experiment showing the attraction of an oxygen bubble on the water surface to a magnet has been reported. In this article, we report the opposite behavior magnetic repulsion observed for a nitrogen bubble by the same method. [Third author's first name misspelled in hard copy and PDF.]
Matsuyama, Yukinori; Yasuoka, Takashi; Mitsuzawa, Syunmei; Sasaki, Tunetaka. J. Chem. Educ. 1997, 74, 943.
Learning Theories |
Magnetic Properties |
Atomic Properties / Structure
Why and How To Teach Acid-Base Reactions without Equilibrium  Terry S. Carlton
A stepwise method enables students to predict which acid-base reactions occur when two solutions are mixed. The complexities of equilibrium are avoided by treating reactions as all-or-none and by providing a table of acids in order of strength.
Carlton, Terry S. J. Chem. Educ. 1997, 74, 939.
Learning Theories |
Acids / Bases |
Aqueous Solution Chemistry |
Equilibrium
Atomic and Molecular Structure in Chemical Education: A Critical Analysis from Various Perspectives of Science Education  Georgios Tsaparlis
The perspectives employed in this paper are (i) the Piagetian developmental perspective, (ii) the Ausbelian theory of meaningful learning, (iii) the information processing theory, and (iv) the alternative conceptions movement. The implications for teaching and curriculums are discussed.
Tsaparlis, Georgios. J. Chem. Educ. 1997, 74, 922.
Learning Theories |
Atomic Properties / Structure |
Molecular Properties / Structure |
Constructivism
Creating and Using a Consumer Chemical Molecular Graphics Database: The "Molecule of the Day" - A Great Way To Begin Your Lecture  Maureen A. Scharberg, Oran E. Cox, and Carl A. Barelli
"The Molecule of the Day" consumer chemical database has been created to allow introductory chemistry students to explore molecular structures of chemicals in household products, and to provide opportunities in molecular modeling for undergraduate chemistry students.
Scharberg, Maureen A. ; Cox, Oran E. ; Barelli, Carl A. . J. Chem. Educ. 1997, 74, 869.
Learning Theories |
Consumer Chemistry |
Molecular Modeling |
Applications of Chemistry
Students' Misconceptions in Electrochemistry Regarding Current Flow in Electrolyte Solutions and the Salt Bridge  Michael J. Sanger and Thomas J. Greenbowe
Several researchers have documented students' misconceptions in electrochemistry. One reason for the interest in studying electrochemistry is that surveys of students and teachers suggest that students find this topic difficult and research confirms that students' beliefs about problem complexity affect their performance and learning.
Sanger, Michael J.; Greenbowe, Thomas J. J. Chem. Educ. 1997, 74, 819.
Learning Theories |
Electrochemistry |
Electrolytic / Galvanic Cells / Potentials |
Aqueous Solution Chemistry
The Suggestion Box-An Old Idea Brings the "Real World" Back to Freshman Chemistry Students (and Professors)  Andreas Stein
The suggestion box method has been successful in helping students recognize how the theory learned from the book and in lecture could be applied to practical everyday-life situations. At the same time it has provided the instructor with fast lecture feedback and new curriculum ideas.
Stein, Andreas. J. Chem. Educ. 1997, 74, 788.
Learning Theories |
Nonmajor Courses |
Applications of Chemistry |
Student-Centered Learning
Teaching Chemistry with Electron Density Models  Gwendolyn P. Shusterman and Alan J. Shusterman
This article describes a powerful new method for teaching students about electronic structure and its relevance to chemical phenomena. This method, developed and used for several years in general chemistry and organic chemistry courses, relies on computer-generated three-dimensional models of electron density distributions.
Shusterman, Gwendolyn P.; Shusterman, Alan J. J. Chem. Educ. 1997, 74, 771.
Learning Theories |
Computational Chemistry |
Molecular Modeling |
Quantum Chemistry |
Atomic Properties / Structure |
Covalent Bonding |
Ionic Bonding |
Noncovalent Interactions
Grade/Performance Contracts, Enhanced Communication, Cooperative Learning and Student Performance in Undergraduate Organic Chemistry  Ralph C. Dougherty
This paper describes a grade/study-performance contract that was designed to increase student retention while maintaining academic performance levels in undergraduate organic chemistry. The experimental course included enhanced communication using electronic mail, and cooperative learning in addition to grade/study-performance contracts.
Dougherty, Ralph C. J. Chem. Educ. 1997, 74, 722.
Learning Theories |
Minorities in Chemistry |
Descriptive Chemistry
Using Cooperative Learning to Enhance Performance in General  Leonard S. Kogut
This paper describes a successful application of mandatory collaborative learning to a General Chemistry course for students with poor academic preparation. The paper describes the characteristics of the students, the nature of the course, and methodology of the collaborative learning.
Kogut, Leonard S. J. Chem. Educ. 1997, 74, 720.
Learning Theories |
Undergraduate Research
Cooperative Learning: A Bibliography  Susan C. Nurrenbern and William R. Robinson
References on cooperative learning, particularly in chemistry.
Nurrenbern, Susan C.; Robinson, William R. J. Chem. Educ. 1997, 74, 623.
Learning Theories
A View of the Science Education Research Literature  William R. Robinson
Study of the impact of cooperative and competitive efforts on problem solving; analysis shows that cooperation resulted in higher-quality individual problem solving than did competition
Robinson, William R. J. Chem. Educ. 1997, 74, 622.
Learning Theories
The Nature and State of General Chemistry Laboratory Courses Offered by Colleges and Universities in the United States  Michael R. Abraham, Mark S. Craolice, A. Palmer Graves, Abdulwali H. Aldhamash, Joann G. Kihega, Julieta G. Palma Gal, Valsamma Varghese
How is general chemistry laboratory taught and managed? What varieties of practices are being used? To investigate these questions, the chemical education group at the University of Oklahoma conducted a survey on the nature and state of general chemistry laboratory courses offered in the United States.
Abraham, Michael R.; Craolice, Mark S.; Graves, A. Palmer; Aldhamash, Abdulwali H.; Kihega, Joann G.; Gil, Julieta G. Palma; Varghese, Valsamma. J. Chem. Educ. 1997, 74, 591.
Learning Theories |
Administrative Issues |
Laboratory Equipment / Apparatus |
TA Training / Orientation
The Coupling of Related Demonstrations to Illustrate Principles in Chemical Kinetics and Equilibrium  Richard A. Pacer
Two very simple lecture demonstrations, both involving the reaction of magnesium with one or more dilute acids, are linked together to illustrate principles in chemical kinetics and equilibrium.
Pacer, Richard A. J. Chem. Educ. 1997, 74, 543.
Learning Theories |
Acids / Bases |
Equilibrium |
Kinetics |
Rate Law |
Reactions
Turkish Secondary Students' Conceptions of the Introductory Concepts  Alipasa Ayas and Ayhan Demirbas
An understanding of introductory concepts such as element, compound, mixture, and physical and chemical changes is fundamental to the learning of chemistry. Any conception whether misconception or not will have an effect on further learning in chemistry. The research reported here was designed to identify students' conceptions of the five concepts in introductory chemistry at secondary (lycee) level in Turkey.
Ayas, Alipasa; Demirbas, Ayhan. J. Chem. Educ. 1997, 74, 518.
Learning Theories
Radioactivity in Everyday Life  S. G. Hutchison, F. I. Hutchison
This paper discusses the terminology appropriate to radiation exposure and dose, the three sources of natural background radiation (cosmic radiation, cosmogenic radiation, and terrestrial radiation), and several radioactive isotopes that are significant contributors to the radiation exposure received by individuals.
Hutchison, S. G.; Hutchison, F. I. J. Chem. Educ. 1997, 74, 501.
Learning Theories |
Nuclear / Radiochemistry |
Isotopes |
Consumer Chemistry
Use of Simultaneous-Synchronized Macroscopic, Microscopic, and Symbolic Representations To Enhance the Teaching and Learning of Chemical Concepts  Joel W. Russell, Robert B. Kozma, Tricia Jones, Joann Wykoff, Nancy Marx, Joan Davis
A prototype multimedia program, Multimedia and Mental Models in Chemistry (4M:CHEM), was developed to facilitate student learning in the classroom. 4M:CHEM utilizes a computer split-screen design to show simultaneous videos of real experiments, molecular-level animations of these experiments, real time graphs of macroscopic properties or structural diagrams, and chemical equations.
Russell, Joel W.; Kozma, Robert B.; Jones, Tricia; Wykoff, Joann; Marx, Nancy; Davis, Joan. J. Chem. Educ. 1997, 74, 330.
Learning Theories
Stoogiometry: A Cognitive Approach to Teaching Stoichiometry  Carla R. Krieger
Moe's Mall is a locational device designed to be used by learners as a simple algorithm for solving mole-based exercises efficiently and accurately. The mall functions as a map for setting up solutions to mole-based exercises using dimensional analysis. It clears the cognitive decks of students' easily overburdened short-term memory space, allowing them to focus on the versatility of the mole, rather than stepwise solutions to meaningless exercises.
Krieger, Carla R. J. Chem. Educ. 1997, 74, 306.
Learning Theories |
Computational Chemistry |
Stoichiometry
Chemistry Teaching--Science or Alchemy? 1996 Brasted Lecture  A. H. Johnstone
Constructing a model of learning and applying it to lectures, laboratories, and curriculum design.
Johnstone, A. H. J. Chem. Educ. 1997, 74, 262.
Learning Theories
An Effective Technique for Reading Research Articles - The Japanese KENSHU Method  Bruce D. Drake, Garcia M. Acosta, Richard L. Smith, Jr.
In this paper, we outline a method that teaches students how to study research literature. The method aids in developing a student's confidence by posing a simple set of steps with questions. The method has been used successfully for developing literature skills with high-school, undergraduate and graduate students in U.S. engineering curriculum.
Drake, Bruce D.; Acosta, Garcia M.; Smith Jr.; Richard L. J. Chem. Educ. 1997, 74, 186.
Learning Theories
The Society Committee on Education  Stanley H. Pine
The Society Committee on Education, SOCED, is the group that oversees the governance-related functions of the education Division. At the Orlando National meeting, SOCED addressed current and future initiatives that will influence the directions that ACS education expects to take.
Pine, Stanley H. J. Chem. Educ. 1996, 73, A275.
Learning Theories |
Administrative Issues
Concept Maps in Chemistry Education  Alberto Regis, Pier Giorgio Albertazzi, Ezio Roletto
This article presents and illustrates a proposed application of concept maps in chemistry teaching in high schools. Three examples of the use of concept maps in chemistry teaching are reported and discussed with reference to: atomic structure, oxidation-reduction and thermodynamics.
Regis, Alberto; Albertazzi, Pier Giorgio; Roletto, Ezio. J. Chem. Educ. 1996, 73, 1084.
Learning Theories |
Atomic Properties / Structure |
Oxidation / Reduction |
Thermodynamics
Thermodynamics and Spontaneity  Raymond S. Ochs
Despite the importance of thermodynamics as the foundation of chemistry, most students emerge from introductory courses with only a dim understanding of this subject.
Ochs, Raymond S. J. Chem. Educ. 1996, 73, 952.
Thermodynamics |
Learning Theories |
Equilibrium
A Chemistry Course for Elementary Education Majors: What is Possible When the Chemistry and Education Departments See Eye to Eye  Paul B. Kelter, Kathleen Jacobitz, Elizabeth Kean, Aurietha Hoesing
In this paper we discuss the collaboratively planned and taught University of Nebraska - Lincoln (UNL) course Chemistry 195, Chemistry for Elementary Education Majors.
Kelter, Paul B.; Jacobitz, Kathleen; Kean, Elizabeth; Hoesing, Aurietha. J. Chem. Educ. 1996, 73, 933.
Administrative Issues |
Learning Theories |
Student-Centered Learning
The Multimedia Chemistry Laboratory: Perception and Performance  William J. Treadway Jr.
189. Undergraduate chemistry students performed a variety of interactive videodisc laboratory lessons. Based on results from questionnaires they gave an extremely favorable evaluation of this new innovative technology.
J. Chem. Educ. 1996, 73, 876.
Learning Theories
Teaching Concepts in Beginning Chemistry with Simple Exploratory Experiments  Lee D. Hansen, Judy L. Garner, Byron J. Wilson, Coran L. Cluff, Francis R. Nordmeyer
An open laboratory with guided discovery experiences significantly improves student attitudes about beginning chemistry when used to supplement course lectures. The exploratory concept is an incremental approach that does not require significant new equipment, laboratory space, or changes in course materials.
J. Chem. Educ. 1996, 73, 840.
Learning Theories
Narrowing the Gap between Concepts and Algorithms in Freshman Chemistry  Mary B. Nakhleh, Kirsten A. Lowrey, and Richard C. Mitchell
In REMODEL, we set out to narrow the gap between conceptual and algorithmic understanding in freshman chemistry. We implemented and evaluated innovations in lecture, laboratory, and assessment for students in the introductory sequence for majors, in order to provide the chemical education community with data on effective innovations and data on the barriers to successful reform.
Nakhleh, Mary B.; Lowrey, Kirsten A.; Mitchell, Richard C. J. Chem. Educ. 1996, 73, 758.
Learning Theories
Science-Technology-Society (STS) and ChemCom Courses Versus College Chemistry Courses: Is There a Mismatch?  Michael J. Sanger and Thomas J. Greenbowe
This opinion paper poses questions for the chemical education community to consider about the nature of college chemistry courses and the expected student prerequisites.
Michael J. Sanger and Thomas J. Greenbowe. J. Chem. Educ. 1996, 73, 532.
Learning Theories |
Constructivism
The Design and Assessment of Chemistry Portfolios  Charles F. Adamchik, Jr.
This model is presented to help chemistry teachers who have no prior experience with portfolios and who do not understand how portfolios could be utilized in the sciences.
Adamchik, Jr., Charles F. J. Chem. Educ. 1996, 73, 528.
Learning Theories
Teaching to Enhance Problem Solving: It's More than the Numbers  Amy J. Phelps
There is a gap between the algorithmic problem solving abilities of chemistry students and their conceptual understanding of the chemistry. If the goal of chemistry instruction is to have students think about and solve conceptual problems as well as algorithmic problems then the approach to chemistry instruction must change.
Phelps, Amy J. J. Chem. Educ. 1996, 73, 301.
Nonmajor Courses |
Learning Theories
Evaluating Student Understanding of Solution Chemistry through Microscopic Representations  Kimberly Jo Smith and Patricia A. Metz
Misconceptions regarding acids and bases, acid strength, dissociation, diatomic elements, bonding, and aqueous solutions can interfere with subsequent learning and can persist beyond the undergraduate level These chemical concepts readily lend themselves to microscopic representations. Teaching strategies using these visual aids could explain the concept before applying the mathematics.
Smith, Kimberly Jo; Metz, Patricia A. J. Chem. Educ. 1996, 73, 233.
Solutions / Solvents |
Learning Theories
Critical Thinking in General Chemistry  Leonard S. Kogut
This article suggests some reasons for student inability to analyze data, recognize assumptions, form hypotheses, ask probing questions, and demonstrate thinking critically in general.
Kogut, Leonard S. J. Chem. Educ. 1996, 73, 218.
Learning Theories |
Constructivism
The Socratic Method  Lawrence, Stephen S.
Using small groups in large lecture courses.
Lawrence, Stephen S. J. Chem. Educ. 1995, 72, 764.
Learning Theories
Metaphorical Models in Chemistry  Nalini Bhushan and Stuart Rosenfeld
Analysis of the consequences of students taking metaphorical models literally and implications for teaching.
Bhushan, Nalini; Rosenfeld, Stuart. J. Chem. Educ. 1995, 72, 578.
Learning Theories
A Team Learning Method for Organic Chemistry  Dinan, Frank J.; Frydrychowski, Valerie A.
Study of the use of small groups/teams to improve understanding in organic chemistry.
Dinan, Frank J.; Frydrychowski, Valerie A. J. Chem. Educ. 1995, 72, 429.
Learning Theories
Macro- and Micro-Chemical Comprehension of Real-World Phenomena: Classroom Knowledge versus the Experience of the Senses  Ben-Zvi, Nava; Gai, Rivka
Study of high school students concerning their understanding of the nature of matter and ability to analyze real-world phenomena.
Ben-Zvi, Nava; Gai, Rivka J. Chem. Educ. 1994, 71, 730.
Learning Theories
Discovery Chemistry: Balancing Creativity and Structure  Ditzler, Mauri A.; Ricci, Robert W.
A model to provide both creativity and structure to a discovery-based laboratory curriculum.
Ditzler, Mauri A.; Ricci, Robert W. J. Chem. Educ. 1994, 71, 685.
Learning Theories |
Constructivism
4M:CHEM-Multimedia and Mental Models in Chemistry  Russell, Joel W.; Kozma, Robert B.
Software that assists students to build and use the complex models of experts by explicitly showing on a computer screen macroscopic, microscopic, and symbolic representations for chemical phenomena.
Russell, Joel W.; Kozma, Robert B. J. Chem. Educ. 1994, 71, 669.
Learning Theories
A New Attitude To Improve Education  Barraza-Ortega, Quimico Guillermo
It is necessary to emphasize learning more than teaching, and formation more than information.
Barraza-Ortega, Quimico Guillermo J. Chem. Educ. 1994, 71, 572.
Learning Theories |
Student-Centered Learning
Think-Aloud Methods in Chemistry Education: Understanding Student Thinking  Bowen, Craig W.
Learning about student thinking by listening to their explanations and discussions regarding chemistry tasks; includes designing research strategies, interviewing students, and analyzing the data.
Bowen, Craig W. J. Chem. Educ. 1994, 71, 184.
Learning Theories
Frustration + Cleverness =/= Learning  Ealy, Jim; Ealy, Julie
Students should be taught to think, but not at the expense of turning them off to science.
Ealy, Jim; Ealy, Julie J. Chem. Educ. 1994, 71, 148.
Learning Theories
Concepts and Calculations in Chemistry Teaching and Learning  Beall, Herbert; Prescott, Sarah
Examining the notion that testing conceptual knowledge of chemistry involves questions with answers in words (rather than numbers).
Beall, Herbert; Prescott, Sarah J. Chem. Educ. 1994, 71, 111.
Learning Theories
Concept Maps as a Tool To Assess Learning in Chemistry  Pendley, Bradford D.; Bretz, Richard L.; Novak, Joseph D.
Study of the use of concept maps drawn from clinical interviews as tools to assess learning in two groups of chemistry students.
Pendley, Bradford D.; Bretz, Richard L.; Novak, Joseph D. J. Chem. Educ. 1994, 71, 9.
Learning Theories
Experiments for modern introductory chemistry: Analysis of mixtures using gas chromatography and the discovery approach   Burns, Douglas S.; Berka, Ladislav H.; Kildahl, Nicholas
Description of an experiment that uses both modern instrumentation and the discovery approach to learning with an introductory chemistry lab.
Burns, Douglas S.; Berka, Ladislav H.; Kildahl, Nicholas J. Chem. Educ. 1993, 70, A100.
Gas Chromatography |
TA Training / Orientation |
Learning Theories
Chemical demonstrations: Learning theories suggest caution  Roadruck, Michael D.
Unless presented properly, many students will not and cannot benefit from chemistry demonstrations. These demonstrations can be, in fact, pedagogically harmful.
Roadruck, Michael D. J. Chem. Educ. 1993, 70, 1025.
Learning Theories
Chemical education and spatial ability  Barke, Hans-Dieter
Before presenting many of the models students see in 2-D, it is helpful for a chemistry instructor to understand the cognitive science behind spatial ability.
Barke, Hans-Dieter J. Chem. Educ. 1993, 70, 968.
Learning Theories |
Women in Chemistry |
Molecular Modeling
The process of learning chemistry: A review of the studies  Janiuk, Ryszard M.
Studies on the process of learning chemistry are in the early stages of development, but their results are of great importance.
Janiuk, Ryszard M. J. Chem. Educ. 1993, 70, 828.
Learning Theories |
Student-Centered Learning
Required writing in freshman chemistry courses  Sunderwirth, Stanley G.
Thoughtful writing assignments make laboratory experiences more meaningful for introductory students.
Sunderwirth, Stanley G. J. Chem. Educ. 1993, 70, 474.
Learning Theories |
Nonmajor Courses
Paradigms in research and parables in teaching   Herschbach, Dudley R.
Studies have shown that students cannot solve problems that are even only slightly different from those shown before unless they have a qualitative understanding of the concepts. To foster this and build confidence, instructors need to emphasize the use of analogy and guesswork. Historic parables are useful, and thus presented in this article.
Herschbach, Dudley R. J. Chem. Educ. 1993, 70, 391.
Learning Theories |
Enrichment / Review Materials
Evolution of an integrated college freshman curriculum: Using educational research findings as a guide  Garafalo, Fred; LoPresti, Vin
This report gives an overview of the evolution of an integrated curriculum from 1986 through 1992 and the impact that research in teaching and learning has had on the author's attempts to address curricular dilemmas.
Garafalo, Fred; LoPresti, Vin J. Chem. Educ. 1993, 70, 352.
Administrative Issues |
Learning Theories
Motivate with the Hawthorne effect  Shrader, Clifford L.
This author sells students on the importance of problem solving over memorizing and finds that students respond positively. The author includes his own model of teaching.
Shrader, Clifford L. J. Chem. Educ. 1993, 70, 237.
Learning Theories |
Student-Centered Learning
How lecture can undermine the motivation of our students   Ward, Randy J.; Bodner, George M.
Insights into student motivations to learn, including the four major theories of motivation.
Ward, Randy J.; Bodner, George M. J. Chem. Educ. 1993, 70, 198.
Learning Theories |
Student-Centered Learning
Are lecture and learning compatible? Maybe for LOCS: Unlikely for HOCS   Zoller, Uri.
Promotion of low order thinking skills such as memorization is inconsistent with the goal of contemporary education. The author presents the challenge to move away from teaching in a way that promotes low-level thinking and provides suggestions.
Zoller, Uri. J. Chem. Educ. 1993, 70, 195.
Learning Theories |
Administrative Issues |
Student-Centered Learning
Concept learning versus problem solving: There is a difference   Nakhleh, Mary B.; Mitchell, Richard C.
Previous studies indicate that there is little connection between algorithmic problem solving skills and conceptual understanding. The authors provide some ways to evaluate students along a continuum of low-high algorithmic and conceptual problem solving skills. The study shows that current lecture method teaches students to solve algorithms rather than teaching chemistry concepts.
Nakhleh, Mary B.; Mitchell, Richard C. J. Chem. Educ. 1993, 70, 190.
Chemometrics |
Learning Theories |
Student-Centered Learning
Demonstration-exploration-discussion: Teaching chemistry with discovery and creativity  Miller, Theodore L.
Documentation of one professor's story of how change toward a student-centered classroom led to a more satisfying experience for both him and his students without compromising achievement.
Miller, Theodore L. J. Chem. Educ. 1993, 70, 187.
Learning Theories |
Enrichment / Review Materials |
Student-Centered Learning
The importance of lecture in general chemistry course performance  Birk, James P.; Foster, John
Statistical analysis on learning as a result of lecture reveals some interesting patterns. The authors hope this study will prompt others to take on similar investigations at their own institutions.
Birk, James P.; Foster, John J. Chem. Educ. 1993, 70, 180.
Learning Theories |
Student-Centered Learning
Introduction to symposium on "Lecture and learning: are they compatible?"   Bunce, Diane M.
An overview of articles in this Journal that give some perspectives on student-centered learning.
Bunce, Diane M. J. Chem. Educ. 1993, 70, 179.
Learning Theories |
Student-Centered Learning
What To Do When You Stop Lecturing: Become a Guide and a Resource  Black, Kersey A.
The passive role of a student in traditional lecture halls reflects the type of ineffective pedagogy some see as responsible for the decline of enrollment in college chemistry courses. While at times lecture is important and useful, the author describes some ideas that can be used to create a more engaging, enjoyable, and productive learning environment such as clever writing assignments and problem solving activities. Students prefer this approach nearly unanimously.
Black, Kersey A. J. Chem. Educ. 1993, 70, 140.
Learning Theories |
Student-Centered Learning
General Chemistry Needs More Resources, Teachers with Attitudes that Enhance Self-Esteem, and Chemical Foresight  Brooks, David W.
Reflections on some of the most pressing problems in chemistry of the day: use of computers being under-represented in general chemistry classes, the tendency to ignore or overlook student motivation as an important component of learning, the need to liberate students from trivia, and the importance of the connectionist model to understanding learning.
Brooks, David W. J. Chem. Educ. 1993, 70, 135.
Learning Theories |
Student-Centered Learning
Creating excitement in the chemistry classroom: Active learning strategies  Worrell, Jay H.
The purpose of the weekly participation sections is to engage students in active learning. Less emphasis is placed on dispensing information and more on developing student skills via active inquiry, cooperative learning, and peer teaching.
Worrell, Jay H. J. Chem. Educ. 1992, 69, 913.
Learning Theories |
Student-Centered Learning
Teaching beliefs and practices: A survey of high school chemistry teachers  Lin, Huann Shyang; Lawrenz, Frances
This study was designed to determine what goes on in chemistry classrooms by describing the current status of chemistry teacher's perceptions and their teaching and classroom assessment patterns in Minnesota.
Lin, Huann Shyang; Lawrenz, Frances J. Chem. Educ. 1992, 69, 904.
Learning Theories
Classroom experience: Using estimated answers in solving chemistry problems  Green, Michael E.; Garland, Denise A.
A textbook is described in which students solve all problems by estimation.
Green, Michael E.; Garland, Denise A. J. Chem. Educ. 1992, 69, 898.
Chemometrics |
Learning Theories
Making chemistry learning more meaningful  Ebenezer, Jazlin V.
Ausubel's meaningful learning theory and strategies for meaningful learning of chemistry.
Ebenezer, Jazlin V. J. Chem. Educ. 1992, 69, 464.
Learning Theories
Why some students don't learn chemistry: Chemical misconceptions  Nakhleh, Mary B.
In this article a cognitive model of learning chemistry is reported first, followed by a discussion of students' chemical misconceptions, and finally the implications of these findings on instruction.
Nakhleh, Mary B. J. Chem. Educ. 1992, 69, 191.
Learning Theories
The science and art of science demonstrations  O'Brien, Thomas
This paper provides an overview of the constructivist theory of learning, a discussion on the demonstration/laboratory debate, and guidelines for effective use of demonstration.
O'Brien, Thomas J. Chem. Educ. 1991, 68, 933.
Learning Theories |
Constructivism
Developmental instruction: Part II. Application of the Perry model to general chemistry  Finster, David C.
The Perry scheme offers a framework in which teachers can understand how students make meaning of their world, and specific examples on how instructors need to teach these students so that the students can advance as learners.
Finster, David C. J. Chem. Educ. 1991, 68, 752.
Learning Theories |
Atomic Properties / Structure |
Chemometrics |
Descriptive Chemistry
Learning chemistry: Intellectual integrity or mental servility  Barrow, Gordon M.
Science education in general and chemical education in particular are increasingly recognized as failing to meet the needs of students, the chemical profession, and the country.
Barrow, Gordon M. J. Chem. Educ. 1991, 68, 449.
Learning Theories |
Student-Centered Learning
Discovery chemistry: A laboratory-centered approach to teaching general chemistry  Ricci, Robert W.; Ditzler, Mauri A.
In response to the growing need of attracting undergraduates to careers in science, these authors developed a laboratory -centered approach to the teaching of general chemistry they call Discovery Chemistry.
Ricci, Robert W.; Ditzler, Mauri A. J. Chem. Educ. 1991, 68, 228.
Learning Theories
Teaching is more than lecturing  Lagowski, J. J.
An extensive body of research has established that most people learn effectively by receiving information visually or kinesthetically.
Lagowski, J. J. J. Chem. Educ. 1990, 67, 811.
Learning Theories
Analyze your approach   Darlington, C. LeRoy
As a teacher's techniques improve, he/she will be faced less and less with reading, sleeping, and talking during lectures.
Darlington, C. LeRoy J. Chem. Educ. 1990, 67, 358.
Learning Theories |
Administrative Issues
Teaching chemistry by the Socratic method  Heeren, J. K.
Students are assigned a short reading, and then questioned in regards to the reading during class.
Heeren, J. K. J. Chem. Educ. 1990, 67, 330.
Learning Theories
Further studies on concept learning versus problem solving  Pickering, Miles
Are there two kinds of students, some who possess an ability to do conceptual problems and some who can do mathematical problems without molecular understanding?
Pickering, Miles J. Chem. Educ. 1990, 67, 254.
Learning Theories |
Stoichiometry |
Gases
Concept learning versus problem solving: Revisited  Sawrey, Barbara A.
A student's ability to solve a numerical problem does not guarantee conceptual understanding of the molecular basis of the problem.
Sawrey, Barbara A. J. Chem. Educ. 1990, 67, 253.
Learning Theories |
Stoichiometry |
Gases
Problem solving and requisite knowledge of chemistry  Lythcott, Jean
It is possible for students to produce right answers to chemistry problems without really understanding much of the chemistry involved.
Lythcott, Jean J. Chem. Educ. 1990, 67, 248.
Stoichiometry |
Learning Theories
How to read chemistry   Phanstiel, Otto
A method is offered to assist students in gaining meaning from a textbook chapter.
Phanstiel, Otto J. Chem. Educ. 1990, 67, 57.
Learning Theories
Words as tools: A simple method for the teacher to obtain information on pupils' preconceptions  Bouma, J.; Brandt, L.
The authors have found a comparatively simple way to elicit data from pupils, requiring not too much work in elaborating the data provided.
Bouma, J.; Brandt, L. J. Chem. Educ. 1990, 67, 24.
Learning Theories
Fundamental concepts in the teaching of chemistry: Part 1. The two worlds of the chemist make nomenclature manageable  Loeffler, Paul A.
A proposal to precisely define and consistently employ the terms chemical substance and chemical species; the article uses the classification of matter and nomenclature as examples of the scheme's application.
Loeffler, Paul A. J. Chem. Educ. 1989, 66, 928.
Nomenclature / Units / Symbols |
Learning Theories
The relationship between M-demand, algorithms, and problem solving: A neo-Piagetian analysis  Niaz, Mansoor
One of the most important implements developed by the neo-Piagetian theory is task analysis, that is, the evaluation of the M-demand of a problem. M-demand can be defined as: maximum number of steps that the subject must mobilize simultaneously in in the course of executing a task.
Niaz, Mansoor J. Chem. Educ. 1989, 66, 422.
Learning Theories |
Chemometrics
What makes chemistry difficult? Alternate perceptions  Carter, Carolyn S.; Brickhouse, Nancy W.
Providing a way in which students can communicate honestly about their difficulties in chemistry can provide valuable information to the instructor about the context students impose upon their chemistry course.
Carter, Carolyn S.; Brickhouse, Nancy W. J. Chem. Educ. 1989, 66, 223.
Learning Theories
Frequent quizzing, the final exam, and learning: Is there a correlation?  Freilich, Mark B.
The project described here was initiated to determine the impact of weekly quizzing upon student performance in general chemistry.
Freilich, Mark B. J. Chem. Educ. 1989, 66, 219.
Learning Theories
Tooling up for the 21st century   Moore, John W.
Let us work to build up students' own mental toolkits so that they can approach chemistry, and science in general, successfully.
Moore, John W. J. Chem. Educ. 1989, 66, 15.
Learning Theories |
Administrative Issues
Images imagination, and chemical reality   Smith, Stanley G.; Jones, Loretta
In this paper computer and video-based display technologies are illustrated and compared to traditional means of displaying images.
Smith, Stanley G.; Jones, Loretta J. Chem. Educ. 1989, 66, 8.
Learning Theories
Chemistry and the framework of learning   McDermott, Dana P.
By tackling the root of common misunderstandings in an introductory chemistry course, this author was able to greatly improve student understanding in subsequent classes. The previously frequent errors all but disappeared when chemistry concepts were presented in an experimental context. In other words, students were taught how a theory was derived, its historical context, and the experimental foundation it was based on.
McDermott, Dana P. J. Chem. Educ. 1988, 65, 539.
Learning Theories
A new road to reactions. Part 5. The elements and their atoms  de Vos, Wobbe; Verdonk, Adri H.
It is worthwhile considering introductory students' concepts of chemical reactions and the significance of these concepts for a strategy for teaching the conservation of elements.
de Vos, Wobbe; Verdonk, Adri H. J. Chem. Educ. 1987, 64, 1010.
Reactions |
Learning Theories
Evaluation of three instructional methods for teaching general chemistry  Jackman, Lance E.; Moellenberg, Wayne P.; Brabson, G. Dana
Study designed to determine the relative effectiveness of three different instructional approaches on college chemistry laboratory achievement: the "traditional" approach, the learning cycle approach, and computer simulation.
Jackman, Lance E.; Moellenberg, Wayne P.; Brabson, G. Dana J. Chem. Educ. 1987, 64, 794.
Learning Theories
Images in chemistry  Kleinman, Roberta W.; Griffin, Henry C.; Kerner, N. Konigsberg
Study to determine the importance of images to experienced chemists and the nature of images among learners, with particular attention to correlations with level of learning.
Kleinman, Roberta W.; Griffin, Henry C.; Kerner, N. Konigsberg J. Chem. Educ. 1987, 64, 766.
Learning Theories
Parallels between adolescents' conception of gases and the history of chemistry  Mas, Carlos J. Furio; Perez, Juan Hernandez; Harris, Harold H.
Too often, the atomic explanation of solid, liquid, and gaseous properties is begun without an appreciation of the notions that students already have about these subjects; description, investigation, results, and implications for teaching of adolescents' conception of gases.
Mas, Carlos J. Furio; Perez, Juan Hernandez; Harris, Harold H. J. Chem. Educ. 1987, 64, 616.
Learning Theories
What goes on in students' heads in lab?  Pickering, Miles
Testing strategies designed to improve student understanding of laboratories.
Pickering, Miles J. Chem. Educ. 1987, 64, 521.
Learning Theories
Relation between M space of students and M demand of different items of general chemistry and its interpretation based upon the neo-Piagetian theory of Pascual Leone  Niaz, Mansoor
The objective of this study is to establish a relation between M-space of students and M-demand of different items in general chemistry.
Niaz, Mansoor J. Chem. Educ. 1987, 64, 502.
Learning Theories
Observation and the teaching of science  Swinehart, James H.
This article seeks to outline how observational skills should be combined with specific concepts in the teaching of science at all grade levels; concerns particularly the use of careful observation by students to generate questions.
Swinehart, James H. J. Chem. Educ. 1987, 64, 429.
Learning Theories
The science and magic of chemistry: A learning cycle laboratory on oxidation-reduction  Silberman, Robert G.; Zipp, Arden P.
This article reports the details of an experiment that can be helpful in developing the topic of oxidation-reduction using the learning cycle.
Silberman, Robert G.; Zipp, Arden P. J. Chem. Educ. 1986, 63, 1098.
Learning Theories |
Oxidation / Reduction
Constructivism: A theory of knowledge  Bodner, George M.
The goal of this paper is to outline what has been called a "radical" constructivist model of knowledge, to describe how this model relates to Piaget's theory of intellectual development, and to outline how this model can help us understand some of the things that happen in chemistry classrooms.
Bodner, George M. J. Chem. Educ. 1986, 63, 873.
Learning Theories
Teaching significant figures using a learning cycle  Guymon, E. Park; James, Helen J.; Saeger, Spencer L.
Can we teach significant figures in a way that will be better retained by our students? These authors propose a solution.
Guymon, E. Park; James, Helen J.; Saeger, Spencer L. J. Chem. Educ. 1986, 63, 786.
Learning Theories |
Chemometrics
Teaching an introductory course in qualitative analysis in order to enhance learning general chemistry  Shamai, Ruth; Stavy, Ruth
These two authors have found that qualitative analysis is an excellent way for concrete operational thinkers to become formal thinkers.
Shamai, Ruth; Stavy, Ruth J. Chem. Educ. 1986, 63, 707.
Qualitative Analysis |
Learning Theories |
Metals |
Ionic Bonding
What can we do about Sue: A case study of competence  Herron, J. Dudley; Greenbowe, Thomas J.
A case study of a "successful" student who is representative of other successful students that are not prepared to solve novel problems.
Herron, J. Dudley; Greenbowe, Thomas J. J. Chem. Educ. 1986, 63, 528.
Stoichiometry |
Learning Theories
Dramatization of polymeric bonding using slime  Sarquis, A.M.
Specific guidelines for demonstrating the properties of slime for young, concrete operational students.
Sarquis, A.M. J. Chem. Educ. 1986, 63, 60.
Learning Theories |
Polymerization
Educating for the serendipitous discovery  Lenox, Ronald S.
Significant chance discoveries in the history of science and educating students in making discoveries.
Lenox, Ronald S. J. Chem. Educ. 1985, 62, 282.
Learning Theories
New stars for the teacher to steer by?  Johnstone, A. H.
Problems associated with overloading the working memory and possible solutions. From the "State-of-the-Art Symposium for Chemical Educators: Chemical Education for the 80's", held at the ACS meeting, St. Louis, 1984.
Johnstone, A. H. J. Chem. Educ. 1984, 61, 847.
Learning Theories
Uses (and abuses) of models in teaching chemistry  Bent, Henry A.
Chemistry's tangible models are large mechanical metaphors of small, invisible, quantum mechanical things.
Bent, Henry A. J. Chem. Educ. 1984, 61, 774.
Learning Theories
Chemical education research: Facts, findings, and consequences  Johnstone, A. H.
The author investigates difficult-to-grasp topics in chemistry and analyzes them in terms of how the short term and working memory function. This process led to strategies for teaching in a way that would avoid information overload.
Johnstone, A. H. J. Chem. Educ. 1983, 60, 968.
Learning Theories
Getting chemistry off the killer course list  Rowe, Mary Budd
There is an expanding pool of research on the teaching and learning of science that could improve the survivor rate in chemistry if it were put to work. This paper presents some of the findings of research which seem to be applicable to the business of learning chemistry. From "What can science educators teach chemists about teaching chemistry? - A symposium", presented at the ACS meeting, Las Vegas, 1982.
Rowe, Mary Budd J. Chem. Educ. 1983, 60, 954.
Learning Theories
What research says and how it can be used  Herron, J. Dudley
Educational researchers are frequently criticized because the results of research seldom influences classroom activity. One reason it does not is that publishers, who produce the single most important tools for instruction, totally ignore that research and frequently produce text materials that perpetuate poor pedagogical practice. This article will present what research says about textbook construction and how these research findings should influence the development of chemistry texts. From "High School Chemistry Textbooks: Form and Function - A Symposium", 7th BCCE, Stillwater OK, 1982.
Herron, J. Dudley J. Chem. Educ. 1983, 60, 888.
Learning Theories
Mental practice as a technique to improve laboratory skill development  Beasley, Warren F.; Heikkinen, Henry W.
This paper reports recent research into the design and application of physical and mental practice techniques for the development of laboratory psychomotor skills of freshman chemistry students.
Beasley, Warren F.; Heikkinen, Henry W. J. Chem. Educ. 1983, 60, 488.
Learning Theories
Giant atomic and molecular models and other lecture demonstration devices designed for concrete operational students.  Battino, Rubin
The oversize lecture demonstration models developed by the author appeal directly to students who function in the concrete operational mode of thinking.
Battino, Rubin J. Chem. Educ. 1983, 60, 485.
Molecular Modeling |
Learning Theories
Concept learning theory and design of college chemistry instruction  Kean, Elizabeth
Concept learning and its application to college chemistry.
Kean, Elizabeth J. Chem. Educ. 1982, 59, 956.
Learning Theories
Links and nodes in problem solving  Elliott, H. G.
Using concept maps to analyze student solutions to exercises.
Elliott, H. G. J. Chem. Educ. 1982, 59, 719.
Learning Theories
The underprepared student, scientific literacy and Piaget: Reflections on the role of measurement in scientific discussion  Kurland, Daniel J.
The need for an explicit instructional component that stresses the notion of measurement as a means of physical description.
Kurland, Daniel J. J. Chem. Educ. 1982, 59, 574.
Learning Theories |
Nomenclature / Units / Symbols
Think   Wheeler, S. J., James D.
Students have an easy enough time crunching numbers, but it is alarming how little they understand the concepts behind the numbers. Students should not be making remarks such as, "If they keep changing how they write the problems, how am I supposed to know how to solve them?"
Wheeler, S. J., James D. J. Chem. Educ. 1981, 58, 1004.
Learning Theories |
Chemometrics
The grade thirteen syndrome   Bohning, James J.
Multiple choice is an empty ritual used for expediency by educators. How many employers provide multiple choice situations for their employers?
Bohning, James J. J. Chem. Educ. 1981, 58, 717.
Learning Theories
Teaching introductory chemistry: Generality of the PSI approach  Davies, Colin S.
A formal, comprehensive evaluation of the personalized system of instruction was conducted in an introductory course. The results were promising and encouraging.
Davies, Colin S. J. Chem. Educ. 1981, 58, 686.
Minorities in Chemistry |
Women in Chemistry |
Learning Theories |
Student-Centered Learning
An investigation of Piagetian stages in Italian secondary school students   Violino, Paolo; Di Giacomo, Beatrice Semino
Even though there are many papers dealing with the subject of psychological development in secondary schools, there are rather few experimental works on the evaluation of the reasoning stages in large samples of young people during the critical age of transition to the formal operation stage.
Violino, Paolo; Di Giacomo, Beatrice Semino J. Chem. Educ. 1981, 58, 639.
Learning Theories
The teaching of college chemistry: Role of student development level  Wiseman, Frank L., Jr.
This author launches a study to 1) obtain a broad perspective on the role of developmental levels in learning chemistry in different types of courses 2) obtain experience in determining the developmental level of individual students especially in large classes and to see if this is practical for large enrollment classes, 3) to determine if this information can be used to improve instruction on a class level as well as an individual level.
Wiseman, Frank L., Jr. J. Chem. Educ. 1981, 58, 484.
Learning Theories |
Student-Centered Learning
A classroom learning cycle: Using diagrams to classify matter  James, Helen J.; Nelson, Samuel L.
A learning cycle is developed that deals with the classification of matter and is designed to provide students with an understanding in terms of atom, molecule, element, compound, solution, and heterogeneous matter. [Debut]
James, Helen J.; Nelson, Samuel L. J. Chem. Educ. 1981, 58, 476.
Physical Properties |
Learning Theories |
Periodicity / Periodic Table |
Constructivism
Inducing formal thought in introductory chemistry students  Kavanaugh, Robert D.; Moomaw, William R.
The purpose of this article is to comment on two basic questions arising from previous work: (a) should chemistry instruction begin at the concrete level as the advocates of the descriptive approach have suggested and (b) what procedures can be used to introduce abstract or final thinking among those students who have not progressed beyond the concrete level?
Kavanaugh, Robert D.; Moomaw, William R. J. Chem. Educ. 1981, 58, 263.
Learning Theories |
Descriptive Chemistry
A Piagetian-based general chemistry laboratory program for science majors  Ryan, Mary Ann; Robinson, Donald; Carmichael, JW, Jr.
Synopses of selected learning cycles and a list of laboratory experiments in a Piagetian-based general chemistry laboratory program.
Ryan, Mary Ann; Robinson, Donald; Carmichael, JW, Jr. J. Chem. Educ. 1980, 57, 642.
Learning Theories
Encouraging active student participation in the learning process  Steiner, Richard
Encouraging active student participation in the learning process through work in small groups in organic chemistry.
Steiner, Richard J. Chem. Educ. 1980, 57, 433.
Learning Theories
How do I get the answer? Problem solving in chemistry  Gilbert, George L.
Various techniques and recommendations for teaching problem-solving skills.
Gilbert, George L. J. Chem. Educ. 1980, 57, 79.
Learning Theories
Formal Operational - Where is it Really Needed?  Schullery, Stephen E.
Chemistry requires little more than memorization.
Schullery, Stephen E. J. Chem. Educ. 1979, 56, 768.
Learning Theories
Formal operational reasoning by chemistry students  Williams, Harvey; Turner, C. William; Debreuil, Lucien; Fast, John; Berestiansky, John
Discusses an attempt to identify difficulties experienced by chemistry students in performing specific logical operations at the formal level.
Williams, Harvey; Turner, C. William; Debreuil, Lucien; Fast, John; Berestiansky, John J. Chem. Educ. 1979, 56, 599.
Learning Theories
Chemical education and Piaget: A new paper-pencil inventory to assess cognitive functioning  Milakofsky, Louis; Patterson, Henry O.
Describes the "Inventory of Piaget's Developmental Tasks," an instrument used in the study of cognitive development of subjects eight years and older, and considers its reliability, validity, and usefulness as a means of assessing cognitive development among introductory chemistry students.
Milakofsky, Louis; Patterson, Henry O. J. Chem. Educ. 1979, 56, 87.
Learning Theories
Assessing introductory college students' higher cognitive skills  Wolfe, Drew H.; Heikkinen, Henry W.
A concern of introductory chemistry instructors has continued to be focused on the relative degree of understanding which students carry away from their introductory courses. However, "understanding" is difficult to define and is more difficult to assess. In recognition of this, a study was conducted to operationally define selected understandings that in introductory chemistry student might be expected to gain and to seek evidence that such student understanding can be measured by a suitably designed test.
Wolfe, Drew H.; Heikkinen, Henry W. J. Chem. Educ. 1978, 55, 650.
Learning Theories
Development of intellectual skills in the laboratory  Ophardt, Charles E.
This first semester laboratory was designed to give instruction and practice in the intellectual skills of application, analysis, synthesis, and in Piaget's formal operations.
Ophardt, Charles E. J. Chem. Educ. 1978, 55, 485.
Learning Theories |
Qualitative Analysis |
Water / Water Chemistry |
Atmospheric Chemistry |
Acids / Bases |
Titration / Volumetric Analysis
Perspectives on curricula: Qualitative analysis revisited  Brooks, David W.; Holtzclaw, Henry F., Jr.; Lewis, J. D.
Considers curricula from the viewpoints of reinforcement theory; concrete vs. abstract reasoning; and the cognitive, psychomotor, and affective domains.
Brooks, David W.; Holtzclaw, Henry F., Jr.; Lewis, J. D. J. Chem. Educ. 1975, 52, 581.
Qualitative Analysis |
Learning Theories
A Piagetian approach to general chemistry  Beistel, D. W.
When a student fails or drops an introductory, laboratory course such as general chemistry the fault may lie in out haste to process him toward higher topics that are beyond his concrete level of learning.
Beistel, D. W. J. Chem. Educ. 1975, 52, 151.
Learning Theories
Piaget for chemists. Explaining what "good" students cannot understand  Herron, J. Dudley
Presents a hypothesis regarding why so many students find chemistry difficult and suggests modifications to the teaching of chemistry that may ultimately lead to better instruction for many students.
Herron, J. Dudley J. Chem. Educ. 1975, 52, 146.
Learning Theories
Unhand me, sir! Your objectives are naught but behavioral!  Wolke, Robert L.
There is an important distinction to be made between training and educating.
Wolke, Robert L. J. Chem. Educ. 1973, 50, 99.
Learning Theories
Implementation of self-paced learning (Keller Method) in a first-year course  Lewis, D. K.; Wolf, W. A.
Describes and evaluates a two semester, first year personalized system of instruction.
Lewis, D. K.; Wolf, W. A. J. Chem. Educ. 1973, 50, 51.
Learning Theories
Chemistry teaching by the Keller Plan  Leo, Wei-Ming
Presents a description and evaluation of the Keller Plan.
Leo, Wei-Ming J. Chem. Educ. 1973, 50, 49.
Learning Theories |
Student-Centered Learning
The philosophy of Jean Piaget and its usefulness to teachers of chemistry  Craig, Beryl S.
Describes Piaget's theories of knowledge development and their applications for chemists.
Craig, Beryl S. J. Chem. Educ. 1972, 49, 807.
Learning Theories
Instructional innovations: Questions and myths  Lippincott, W. T.
Discusses the student-discovery and Keller Plan approaches to learning science.
Lippincott, W. T. J. Chem. Educ. 1972, 49, 721.
Learning Theories
An orientation to general chemistry: An experimental approach  Lowe, James N.
One instructor describes his introduction to general chemistry, emphasizing communication and ways of knowing.
Lowe, James N. J. Chem. Educ. 1970, 47, 818.
Learning Theories
Student paced learning for large classes  Day, Jesse H.; Houk, Clifford C.
Presents an approach to large classes in which the student is completely free to determine the method and timing of instruction and discusses assessments of the programs success.
Day, Jesse H.; Houk, Clifford C. J. Chem. Educ. 1970, 47, 629.
Learning Theories
Alchemy in the classroom  Wales, Charles E.
The author introduces Mager's content-performance objectives, Bloom's taxonomy of cognitive levels, Sander's classroom questions, and McKeachie's teaching techniques.
Wales, Charles E. J. Chem. Educ. 1970, 47, 369.
Learning Theories
Structure units: Aids in the interpretation of chemical reactions  Strong, Laurence E.
the proposal to define structure units as generators of the various properties of a substance has a considerable advantage over the usual definition of a structure unit as the endpoint of some prescribed scheme of subdivision.
Strong, Laurence E. J. Chem. Educ. 1968, 45, 51.
Learning Theories |
Molecular Properties / Structure |
Solids |
Liquids |
Gases