| Journal Articles: 364 results |
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Using a Tablet PC To Enhance Student Engagement and Learning in an Introductory Organic Chemistry Course Terry L. Derting and James R. Cox
This article describes the integration of a tablet PC into an introductory organic chemistry course in an effort to improve the process and product of the lecture format. The results from student attitudinal surveys reveal a positive reaction toward tablet-based instruction and the availability of archived lecture notes.
Derting, Terry L.; Cox, James R. J. Chem. Educ. 2008, 85, 1638.
Learning Theories |
Student-Centered Learning
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Saying What You Mean: Teaching Mechanisms in Organic Chemistry J. Brent Friesen
Ways to maintain clarity and consistency when teaching reaction mechanisms in organic chemistry include the use of balanced reaction equations, avoiding the use of shortcut notations, including key electrons and bonds in structural representations, and distinguishing between covalent and ionic bonds.
Friesen, J. Brent. J. Chem. Educ. 2008, 85, 1515.
Learning Theories |
Mechanisms of Reactions |
Reactions
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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
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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
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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
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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
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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
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Teaching a Modified Hendrickson, Cram, and Hammond Curriculum in Organic Chemistry Joel M. Karty, Gene Gooch, and B. Gray Bowman
Describes a new organic chemistry curriculum in which fundamental concepts are introduced before mechanisms, and mechanisms are introduced before reactions. Reactions are introduced according to similarities among mechanisms rather than the functional group involved.
Karty, Joel M.; Gooch, Gene; Bowman, B. Gray. J. Chem. Educ. 2007, 84, 1209.
Learning Theories |
Mechanisms of Reactions
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Incorporating Guided-Inquiry Learning into the Organic Chemistry Laboratory Barbara A. Gaddis and Allen M. Schoffstall
This paper examines the advantages and disadvantages of guided-inquiry experiments in organic chemistry and provides several different types of guided-inquiry experiments, a rationale for converting verification laboratory procedures to guided-inquiry, and examples for enhancing guided-inquiry experiments by making their outcomes less predictable.
Gaddis, Barbara A.; Schoffstall, Allen M. J. Chem. Educ. 2007, 84, 848.
Learning Theories |
Student-Centered Learning
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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
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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
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Improving Conceptions in Analytical Chemistry: The Central Limit Theorem Margarita Rodríguez-López and Arnaldo Carrasquillo, Jr.
This article describes the central limit theorem, the pedagogic rational for teaching it in analytical chemistry, and some concepts that could be improved through its application.
Rodríguez-López, Margarita; Carrasquillo, Arnaldo, Jr. J. Chem. Educ. 2006, 83, 1645.
Chemometrics |
Learning Theories |
Quantitative Analysis
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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
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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
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Changing the Laboratory: Effects of a Laboratory Course on Students' Attitudes and Perceptions Melanie M. Cooper and Timothy S. Kerns
In this study, students in an open-ended, project-based organic chemistry laboratory were compared with others in a more conventional, "cookbook" laboratory. Those in the experimental sections were more likely to view the lab as a place to experiment and make mistakes, while those in the conventional sections were more likely to adopt a passive role.
Cooper, Melanie M.; Kerns, Timothy S. J. Chem. Educ. 2006, 83, 1356.
Electrophilic Substitution |
Learning Theories |
Student-Centered Learning
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The "Reaction Rolodex": A Web-Based System for Learning Reactions in Organic Chemistry Eric Mahan
This Web-based system of note cards has been developed to aid students in learning the vast number of reactions encountered in organic chemistry.
Mahan, Eric. J. Chem. Educ. 2006, 83, 672.
Learning Theories |
Reactions
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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
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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
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EPOCH: An Organic Chemistry Homework Program That Offers Response-Specific Feedback to Students Raghu Ram Chamala, Roxana Ciochina, Robert B. Grossman, Raphael A. Finkel, Saravana Kannan, and Prasanth Ramachandran
The Electronic Program for Organic Chemistry Homework is a Web-based exercise and quiz program for instructors and students of organic chemistry. Students draw structures in response to posed questions. EPOCH offers feedback specific to the student's response that explains why a response is correct or incorrect, guiding the student to the correct answer.
Chamala, Raghu Ram; Ciochina, Roxana; Grossman, Robert B.; Finkel, Raphael A.; Kannan, Saravana; Ramachandran, Prasanth. J. Chem. Educ. 2006, 83, 164.
Enrichment / Review Materials |
Learning Theories |
Student-Centered Learning
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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
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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
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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
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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
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"It Gets Me to the Product": How Students Propose Organic Mechanisms Gautam Bhattacharyya and George M. Bodner
Because practicing organic chemists use the arrow-pushing formalism in situations that are far removed from the simple contexts in which they are first presented, this study probed how students enrolled in a first-semester, graduate-level organic chemistry course approached the task of writing the mechanisms for two- to four-step reactions that lacked the typical cues that bring common mechanisms to mind. This article focuses on the students' solutions and discusses possible limitations of their strategies.
Bhattacharyya, Gautam; Bodner, George M. J. Chem. Educ. 2005, 82, 1402.
Mechanisms of Reactions |
Learning Theories |
Constructivism
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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 chemistrys 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 beand well should beviewed 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
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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
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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
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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
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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
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Low-Cost Thermocouple Signal-Conditioning Module Marcelo K. Lenzi, Fabricio M. Silva, Enrique L. Lima, José Carlos Pinto, and Michael F. Cunningham
In this article we present a signal-conditioning module, based on the AD594C chip (Analog Devices, Inc.), which can be easily built at low cost and overcomes the drawbacks associated with thermocouple use. The results show good linearity and reproducibility of the temperature readout. After testing, it has been used to monitor the temperature of polymerization reactors in our labs.
Lenzi, Marcelo K.; Silva, Fabricio M.; C Lima, Enrique L.; Pinto, José Carlos; unningham, Michael F. J. Chem. Educ. 2005, 82, 122.
Laboratory Computing / Interfacing |
Laboratory Equipment / Apparatus |
Learning Theories
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A Unifying Description of Modern Analytical Instrumentation within a Course on Instrumental Methods of Analysis Gary D. Rayson
A unifying approach to the description and teaching of modern analytical instrumentation typically discussed in undergraduate courses in Instrumental Methods of Analysis has been developed and is described. The approach involves the description of all analytical instruments as comprising of five basic modules.
Rayson, Gary D. J. Chem. Educ. 2004, 81, 1767.
Instrumental Methods |
Learning Theories
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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
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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
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A Simplified Calculation of the Real Confidence Interval in Analytical Methods Javier Galbán
This paper describes a detailed study of the imprecision of an analytical method resulting from the quantification step. This model allows students to calculate imprecision more easily so that they will be able to apply this mathematical model both in their studies and their future professional activities.
Galbán, Javier. J. Chem. Educ. 2004, 81, 1053.
Quantitative Analysis |
Instrumental Methods |
Learning Theories |
Chemometrics
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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
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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
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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
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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
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Introducing the gNMR Program in an Introductory NMR Spectrometry Course To Parallel Its Use by Spectroscopists Jackie M. Rummey and Mary C. Boyce
The approach described in this article includes NMR spectral simulation and so parallels developments in the way spectroscopists now solve problems.
Rummey, Jackie M.; Boyce, Mary C. J. Chem. Educ. 2004, 81, 762.
NMR Spectroscopy |
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
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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
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How Students Use Scientific Instruments To Create Understanding: CCD Spectrophotometers. We Must Afford Affordances Eric Malina and Mary B. Nakhleh
We understand it may be difficult to initially understand the theory of affordances; however, we also believe that affordances can give us new insight into student learning, especially student learning in the laboratory.
Malina, Eric; Nakhleh, Mary B. J. Chem. Educ. 2004, 81, 486.
Spectroscopy |
Instrumental Methods |
Learning Theories |
UV-Vis Spectroscopy |
Constructivism
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How Students Use Scientific Instruments To Create Understanding: CCD Spectrophotometers. Can We Afford Affordances? Roy W. Clark
"Affordances" must be an educationese term that is delightfully meaningful to the authors, and it is my hope that in future papers these authors might define their terms when writing for mere chemists.
Clark, Roy W. J. Chem. Educ. 2004, 81, 486.
Instrumental Methods |
Spectroscopy |
Laboratory Equipment / Apparatus |
Laboratory Management |
Learning Theories |
UV-Vis Spectroscopy |
Constructivism
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Inverting Organic and Biochemistry: A Curriculum Tweak That Benefits All I. David Reingold
This article makes the case for re-ordering the material currently taught in sophomore organic chemistry and junior biochemistry courses, so that most of the biochemistry appears in the sophomore course and some of the more esoteric organic chemistry material is postponed until junior year.
Reingold, I. David. J. Chem. Educ. 2004, 81, 470.
Administrative Issues |
Bioorganic Chemistry |
Learning Theories
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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
|
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
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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
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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
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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 dont 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
|
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
|
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
|
Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy Linda C. Hodges and Lilia C. Harvey
Assessing conceptual understanding in organic chemistry using the Structure of Observed Learning Outcomes (SOLO) taxonomy.
Hodges, Linda C.; Harvey, Lilia C. J. Chem. Educ. 2003, 80, 785.
Learning Theories
|
Teaching Introductory Organic Chemistry: 'Blooming' beyond a Simple Taxonomy Michael D. Pungente and Rodney A. Badger
Applying Bloom's taxonomy to introductory organic chemistry classes in order to help students construct their own understanding of the material rather than simply memorize it; includes examples of questions at the various cognitive levels.
Pungente, Michael D.; Badger, Rodney A. J. Chem. Educ. 2003, 80, 779.
Acids / Bases |
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
|
How Students Use Scientific Instruments To Create Understanding: CCD Spectrophotometers Eric G. Malina and Mary B. Nakhleh
Investigation of how upper-division college students interact with laboratory instruments to identify the characteristics that influence students' construction of scientific understanding.
Malina, Eric G.; Nakhleh, Mary B. J. Chem. Educ. 2003, 80, 691.
Instrumental Methods |
Laboratory Equipment / Apparatus |
UV-Vis Spectroscopy |
Aqueous Solution Chemistry |
Learning Theories
|
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
|
Gender Differences in Cognitive and Noncognitive Factors Related to Achievement in Organic Chemistry Ronna C. Turner and Harriet A. Lindsay
Investigation of factors related to women's achievement in organic chemistry; results include identification of significant predictors of achievement in organic chemistry and gender differences in such predictions.
Turner, Ronna C.; Lindsay, Harriet A. J. Chem. Educ. 2003, 80, 563.
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
|
Like Dissolves Like: A Guided Inquiry Experiment for Organic Chemistry Ingrid Montes, Chunqiu Lai, and David Sanabria
A guided-inquiry experience designed to illustrate factors that influence the solubility of organic compounds.
Montes, Ingrid; Lai, Chunqiu; Sanabria, David. J. Chem. Educ. 2003, 80, 447.
Learning Theories |
Solutions / Solvents |
Separation Science
|
Spiral Puzzle for Organic Chemistry Students Ender Erdik
Puzzle to review organic reactions and their reagents.
Erdik, Ender. J. Chem. Educ. 2003, 80, 428.
Synthesis |
Learning Theories |
Enrichment / Review Materials |
Addition Reactions |
Alkylation |
Electrophilic Substitution |
Elimination Reactions |
Reactions |
Nucleophilic Substitution |
Mechanisms of Reactions |
Grignard Reagents
|
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 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
|
Techniques in Chemistry: The Centerpiece of a Research-Oriented Curriculum T. W. Hanks and Laura L. Wright
Intermediate chemistry course in which laboratory techniques and concepts are taught in a problem solving context; includes an outline of the course and lab assignments.
Hanks, T. W.; Wright, Laura L. J. Chem. Educ. 2002, 79, 1127.
Learning Theories |
Undergraduate Research
|
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 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
|
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
|
Of Magnets and Mechanisms Edward G. Neeland
Using magnets to demonstrate the electron flow (mechanism) of nucleophilic substitution reactions.
Neeland, Edward G. J. Chem. Educ. 2002, 79, 186.
Magnetic Properties |
Mechanisms of Reactions |
Learning Theories |
Nucleophilic Substitution
|
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
|
Using Writing to Enhance the Undergraduate Research Experience Andrew R. Bressette and Gary W. Breton
Producing journal-quality papers to accompany undergraduate research.
Bressette, Andrew R.; Breton, Gary W. J. Chem. Educ. 2001, 78, 1626.
Learning Theories |
Undergraduate Research
|
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
|
A Serendipitous Extension for Illustrating Newman Projections Andrs E. Ciolino, Claudia E. Domini, Olga I. Pieroni, and Bruno M. Vuano
Hand-held Newman projection models.
Ciolino, Andrés E.; Domini, Claudia E.; Pieroni, Olga I.; Vuano, Bruno M. J. Chem. Educ. 2001, 78, 1359.
Molecular Properties / Structure |
Learning Theories |
Molecular Modeling
|
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
|
Correction to A More Realistic Teaching Style in Spectroscopic Instruction (J. Chem. Educ. 2001, 78, 765-769) Mar Gómez Gallego, Santiago Romano, Miguel A. Sierra, and Enrique Nieto
Missing reference and incorrect citation in original article.
Gallego, Mar Gómez Romano, Santiago; Sierra, Miguel A.; Nieto, Enrique. J. Chem. Educ. 2001, 78, 1183.
Mechanisms of Reactions |
NMR Spectroscopy |
Learning Theories
|
Correction to Computational Investigations for Undergraduate Organic Chemistry: Modeling a TLC Exercise to Investigate Molecular Structure and Intermolecular Forces (J. Chem. Educ. 2000, 77, 203-205) Rita K. Hessley
Missing reference and incorrect citation in original article.
Hessley, Rita K. J. Chem. Educ. 2001, 78, 1183.
Mechanisms of Reactions |
NMR Spectroscopy |
Learning Theories |
Chromatography |
Computational Chemistry |
Separation Science
|
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
|
How Do Organic Chemistry Students Understand and Apply Hydrogen Bonding? J. Henderleiter, R. Smart, J. Anderson, and O. Elian
Examination of how students completing a two-semester organic sequence understand, explain, and apply hydrogen bonding to determine the physical attributes of molecules.
Henderleiter, J.; Smart, R.; Anderson, J.; Elian, O. J. Chem. Educ. 2001, 78, 1126.
Noncovalent Interactions |
Learning Theories |
Hydrogen Bonding |
Molecular Properties / Structure
|
Analysis of a Distance-Education Program in Organic Chemistry Martha J. Kurtz and Brandt E. Holden
Comparing the performance and attitudes of students learning organic chemistry from an off-campus site with those of students in a traditional classroom.
Kurtz , Martha J.; Holden, Brandt E. J. Chem. Educ. 2001, 78, 1122.
Learning Theories
|
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
|
Systems of Chemical Equations as Reasonable Reaction Mechanisms Sergey V. Dorozhkin
Helping students to determine reasonable reaction mechanisms among simple inorganic compounds.
Dorozhkin, Sergey V. J. Chem. Educ. 2001, 78, 917.
Stoichiometry |
Mechanisms of Reactions |
Learning Theories
|
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
|
A More Realistic Teaching Style in Spectroscopic Instruction Mar Gómez Gallego, Santiago Romano, Miguel A. Sierra, and Enrique Nieto
A practical application of spectroscopic analysis in intermediate and advanced organic chemistry to determine reaction mechanisms and identify products; provides three specific problems.
Gallego, Mar Gómez; Romano, Santiago; Sierra, Miguel A.; Nieto, Enrique. J. Chem. Educ. 2001, 78, 765.
Mechanisms of Reactions |
NMR Spectroscopy |
Learning Theories |
Spectroscopy |
Molecular Properties / Structure |
Qualitative Analysis
|
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
|
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
|
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
|
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
|
An Introduction to the Understanding of Solubility Trevor M. Letcher and Rubin Battino
This paper explores the solubility process from a number of perspectives, including the second law of thermodynamics and ideal solubility, real solutions and activity coefficients, intermolecular forces, and theories of gases or liquids or solids dissolving in liquids.
Letcher, Trevor M.; Battino, Rubin. J. Chem. Educ. 2001, 78, 103.
Solutions / Solvents |
Learning Theories |
Thermodynamics |
Precipitation / Solubility |
Noncovalent Interactions
|
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
|
Cooperative Learning in Organic II. Increased Retention on a Commuter Campus James P. Hagen
Modest use of cooperative learning techniques combined with extensive class notes produced a significant increase in retention for the second semester of organic chemistry on a commuter campus. The cooperative learning techniques included group testing, think-write-compare problems, and muddiest point essays.
Hagen, James P. J. Chem. Educ. 2000, 77, 1441.
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
|
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
|
Time-Dependent Changes in a Shampoo Bubble Arun Chattopadhyay
This article demonstrates the fascinating phenomenon of time evolution of a shampoo bubble. The changes in thickness of the bubble films with time are followed by UV-vis spectroscopy. The change in chemical composition as a bubble film evolves is monitored by FTIR spectroscopy.
Chattopadhyay, Arun. J. Chem. Educ. 2000, 77, 1339.
Learning Theories |
Micelles |
UV-Vis Spectroscopy |
IR Spectroscopy
|
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
|
Mapping Students' Thinking Patterns in Learning Organic Chemistry by the Use of Knowledge Space Theory Mare Taagepera and S. Noori
Students' thinking patterns in learning organic chemistry were tracked through the one-year course taught to a total of approximately 1300 students, mostly biology majors, for a period of 2 years. As expected, the students' knowledge base increases, but the cognitive organization of the knowledge is surprisingly weak and misconceptions persist even after two years of college chemistry.
Taagepera, Mare; Noori, S. J. Chem. Educ. 2000, 77, 1224.
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
|
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
|
Correction
Word error in original article.
J. Chem. Educ. 2000, 77, 830.
Nutrition |
Free Radicals |
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
|
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
|
Measuring Conceptual Change in Organic Chemistry Jane Gradwohl Nash, Louis J. Liotta, and Ralph J. Bravaco
Structural knowledge (knowledge of how concepts within a domain of information are related) was measured at the beginning and end of a semester in Organic Chemistry. Data were analyzed using the modified ordered-tree technique; results showed that students' knowledge structure changed significantly by semester's end
Nash, Jane Gradwohl; Liotta, Louis J.; Bravaco, Ralph J. J. Chem. Educ. 2000, 77, 333.
Learning Theories
|
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
|
Linking the Lab Experience with Everyday Life: An Analytical Chemistry Experiment for Agronomy Students Sônia Maria N. Gimenez, Maria Josefa S. Yabe, Neide K. Kondo, Rodrigo O. Mouriño, and Graziela Cristina R. Moura
Samples of soils and plants prepared by students were introduced. Soil was treated with molasses residue, organic matter (chicken manure and humus obtained from goat excrement), and lime. The response of plants to the different soil treatments increased student interest in chemical analyses.
Gimenez, Sônia Maria N.; Yabe, Maria Josefa S.; Kondo, Neide K.; Mouriño, Rodrigo O.; Moura, Graziela Cristina R. J. Chem. Educ. 2000, 77, 181.
Acids / Bases |
Agricultural Chemistry |
Equilibrium |
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 LeChtelier'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
|
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
|
Gradualism: A Method for Primary Instruction on Spectroscopic Analysis in Introductory Organic Chemistry Christopher W. Alexander, Gary L. Asleson, Charles F. Beam, Marion T. Doig, Frederick J. Heldrich*, and Shannon Studer-Martinez
The pedagogical style of gradualism is described for the instruction of spectroscopic analysis in the introductory organic chemistry laboratory. Gradualism is defined as a series of steps or lessons that build one upon the other until the student is able to solve complex problems.
Alexander, Christopher W.; Asleson, Gary L.; Beam, Charles F.; Doig, Marion T.; Heldrich, Frederick J.; Studer-Martinez, Shannon. J. Chem. Educ. 1999, 76, 1297.
IR Spectroscopy |
Mass Spectrometry |
NMR Spectroscopy |
UV-Vis Spectroscopy |
Learning Theories
|
A View from the Science Education Research Literature: Concept Map Assessment of Classroom Learning William R. Robinson
Using concept mapping in chemistry education.
Robinson, William R. J. Chem. Educ. 1999, 76, 1179.
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
|
Problem-Based Learning in Undergraduate Instruction: A Sophomore Chemistry Laboratory Preetha Ram
This paper describes the application of PBL in undergraduate courses and discusses the specific needs of this environment. Practical information and guidance are given on how to develop a challenging problem, how to ensure coverage of syllabus topics, how to structure the discussions, and how to evaluate the progress of the course.
Ram, Preetha. J. Chem. Educ. 1999, 76, 1122.
Learning Theories
|
Qualitative Analysis in the Beginning Organic Laboratory James H. Cooley and Richard Vaughan Williams
We present arguments for the continued inclusion of qualitative analysis in the undergraduate organic laboratory curriculum. We have developed a problem-solving approach to the teaching of these laboratory courses.
Cooley, James H.; Williams, Richard Vaughan. J. Chem. Educ. 1999, 76, 1117.
Learning Theories |
Qualitative Analysis
|
Motivating Students in Sophomore Organic Chemistry by Examining Nature's Way- Why Are Vitamins E and C Such Good Antioxidants? Bruce D. Beaver
Motivating students in sophomore organic chemistry by integrating material from an area of contemporary research activity into the course. This article contains an overview of the antioxidant function of vitamins E and C.
Beaver, Bruce D. J. Chem. Educ. 1999, 76, 1108.
Nutrition |
Mechanisms of Reactions |
Free Radicals |
Learning Theories |
Applications of Chemistry
|
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
|
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
|
New Quant: A Quantitative Analysis Laboratory Curriculum Using an Analyzed Complex Matrix R. Cameron Dorey, Jeffrey A. Draves, and Conrad L. Stanitski
New Quant is a project to introduce students to issues faced in contemporary analytical chemistry in the laboratory portion of the quantitative analysis ("Quant") course by utilizing an analyzed complex matrix (ACM).
Dorey, R. Cameron; Draves, Jeffrey A.; Stanitski, Conrad L. J. Chem. Educ. 1999, 76, 752.
Quantitative Analysis |
Learning Theories |
Laboratory Computing / Interfacing |
Instrumental Methods
|
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
|
Organic Chemistry Online: Building Collaborative Learning Communities through Electronic Communication Tools Rainer E. Glaser and Melissa J. Poole
In this article, we report on the use of group research projects in an undergraduate course in organic chemistry to build small learning communities. Students engaged in group research projects via online resources and developed reports that were published online. They also worked together in groups to review the online reports of their peers. This work was facilitated by use of electronic media, including the course Web site, email, and an electronic discussion list.
Glaser, Rainer E.; Poole, Melissa J. J. Chem. Educ. 1999, 76, 699.
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
|
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
|
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
|
Realistic Detection Limits from Confidence Bands Julia R. Burdge* Douglas L. MacTaggart, and Sherry O. Farwell
Recommendations are made with regard to the preferential use of the regression approach compared to the classical approach, and the calculation and reporting of detection limits within the context of fully specified analytical methods using this approach.
Burdge, Julia R.; MacTaggart, Douglas L.; Farwell, Sherry O. J. Chem. Educ. 1999, 76, 434.
Laboratory Equipment / Apparatus |
Chemometrics |
Learning Theories
|
An Introductory Organic Lab for the Problem-Solving Lab Approach Edward G. Neeland
We have converted our second-year organic chemistry labs to a problem-solving format, with a very positive student and instructor response. To overcome some of the students' anticipated nervousness about the PSL approach, we have developed an introductory organic laboratory that challenges students to complete the lab using the PSL method but at a very gradual pace, which builds their confidence in the method.
Neeland, Edward G. J. Chem. Educ. 1999, 76, 230.
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
|
A Random Number Model for Beer's Law-Atom Shadowing R. Scott Daniels
In this model, atoms are considered to have photon-capture cross-sectional areas and to exist in some finite volume. Where by chance one atom lies directly behind another, the first atom is said to cast a shadow on the second, thereby preventing the second atom from participating in the attenuation of radiation at that instant. This model not only produces the linear Beer's law relationship, but it also provides a simple and visual model from which the law can be demonstrated with the use of a computer-spreadsheet random number generator.
Daniels, R. Scott. J. Chem. Educ. 1999, 76, 138.
Atomic Properties / Structure |
Laboratory Computing / Interfacing |
Learning Theories |
Solutions / Solvents
|
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
|
Functional Group Analysis Johannes S. Malherbe and Cornelius J. Meyer
Initial questions where all results and observations of the chemical tests relating to the selected functional groups are systematically tabulated help to develop a methodical approach to analyzing problems. The tabulated comparisons can facilitate the student's approach to the classical questions, preventing random attempts with no regard for a process of elimination (if applicable).
Malherbe, Johannes S.; Meyer, Cornelius J. J. Chem. Educ. 1999, 76, 56.
Nonmajor Courses |
Qualitative Analysis |
Learning Theories
|
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
|
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
|
Integration of Quality Assurance/Quality Control into Quantitative Analysis Suzanne C. Bell and Jeff Moore
It is possible to incorporate QA/QC into existing student laboratories by utilizing blanks, replicates, knowns and spiked samples. Proper use of QA/QC, coupled to an understanding of fundamental chemical principles and statistics strengthens traditional laboratory exercises. Concepts of accuracy and precision are transformed from abstractions into concrete data, and student skills in troubleshooting and problem solving are enhanced.
Bell, Suzanne C.; Moore, Jeff. J. Chem. Educ. 1998, 75, 874.
Learning Theories |
Quantitative Analysis
|
Development of Analytical and Reporting Skills in Quantitative Analysis R. J. Eierman
Students learn the basics of chemical measurement, data reduction and statistical analysis. They first apply those skills on self-collected laboratory data and report the results in instructor-defined laboratory write-ups. Structured groups are used for some experiments. Following that, students submit experimental write-ups in which they decide what data analysis to do, how to do them and what conclusions to draw. The final step is a self-designed special project in which students propose an analysis project, carry it out, analyze the data and report it in a poster format.
Eierman, Robert J. J. Chem. Educ. 1998, 75, 869.
Learning Theories |
Quantitative Analysis
|
Introducing Second Year Chemistry Students to Research Work through Mini-Projects Jeffrey G. Dunn and David N. Phillips
In these so-called "mini-projects" second year students in an Applied Chemistry degree course gain their first insight to studying a chemistry-based problem prior to undertaking a major chemistry project at third year. They cover a range of topics including industrially based problems, improving current experiments in the second year Analytical Chemistry unit, or developing new experiments for future cohorts in Inorganic/Analytical Chemistry units.
Dunn, Jeffrey G.; Phillips, David N. J. Chem. Educ. 1998, 75, 866.
Learning Theories |
Undergraduate Research
|
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
|
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
|
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
|
A History of the Double-Bond Rule Bernard E. Hoogenboom
From his experience as an industrial chemist, Otto Schmidt recognized the bond weakening in hydrocarbons and in 1932 postulated the "Double-Bond Rule," stating that the presence of a double bond in a hydrocarbon has an alternating strengthening and weakening effect on single bonds throughout the molecule, diminishing with distance from the double bond.
Hoogenboom, Bernard E. J. Chem. Educ. 1998, 75, 596.
Learning Theories |
Mechanisms of Reactions |
Alkenes
|
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
|
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
|
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
|
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
|
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
|
Nucleophilic Addition vs. Substituion: A Puzzle for the Organic Laboratory Ernest F. Silversmith
The chemistry of beta-carbonyl compounds is studied. Beta-carbonyl compounds react with hydrazines to give products with a 5-membered ring containing two nitrogens. The experiment makes students determine whether ethyl 2-acetyl-3-oxobutanoate reacts like a beta-diketone or like a beta-keto ester.
Silversmith, Ernest F. J. Chem. Educ. 1998, 75, 221.
Learning Theories |
Nucleophilic Substitution |
Aldehydes / Ketones |
Esters |
Mechanisms of Reactions
|
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
|
What Is the Geometry at Trigonal Nitrogen? K. P. Sudlow and A. A. Woolf
The geometry of trigonal nitrogen is discussed from VSEPR, crystallographic, and computational studies. The VSEPR theory is valid unless hydrogen bonding is strong enough or dispersal of nitrogen lone pair density is possible over receptive groups.
Sudlow, K. P.; Woolf, A. A. J. Chem. Educ. 1998, 75, 108.
Learning Theories |
Molecular Properties / Structure |
Crystals / Crystallography |
Computational Chemistry |
VSEPR Theory |
Hydrogen Bonding |
Amines / Ammonium Compounds
|
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
|
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
|
Interdisciplinary Project-Based Learning through an Environmental Water Quality Study Lorie Juhl, Kaye Yearsley, and Andrew J. Silva
An interdisciplinary environmental water quality study was designed and conducted to enhance training and employability of chemical and environmental technician students in associate degree programs. Four project objectives were identified as a means to enhance the educational experience and employability of our students: provide experience on analytical instrumentation for organic compounds (gas chromatography/mass spectrometry, GC/MS), require interdisciplinary group interactions and problem solving, provide experience with Environmental Protection Agency (EPA) procedures, and require cooperation with state agencies/private organizations.
Juhl, Lorie; Yearsley, Kaye; Silva, Andrew J. J. Chem. Educ. 1997, 74, 1431.
Learning Theories |
Water / Water Chemistry |
Undergraduate Research
|
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
|
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
|
Correction to J. Chem. Educ. 1997, 74, 1117-1121 Lynn Thompson, Hans Veening, and Timothy G. Strein
Corrections to Figure 4b and Table 1.
Thompson, Lynn; Veening Hans; Strein, Timothy G. J. Chem. Educ. 1997, 74, 1384.
Learning Theories |
Chromatography |
Electrochemistry |
Quantitative Analysis
|
Using Mathematica and Maple To Obtain Chemical Equations William R. Smith and Ronald W. Missen
A straightforward stepwise procedure is described for each of Mathematica and Maple, applicable to systems of any complexity. The procedures are illustrated by two examples, one for a "difficult" redox system, and the other for a multi-equation inorganic system.
Smith, William R.; Missen, Ronald W. J. Chem. Educ. 1997, 74, 1369.
Stoichiometry |
Learning Theories |
Electrochemistry |
Oxidation / Reduction |
Mathematics / Symbolic Mathematics
|
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
|
Evaluation of Learning Processes in an Organic Chemistry Course Beatriz Maroto, C. Camusso, and M. Cividini
Part of a series of evaluations done on student learning processes in organic chemistry. In a previous study, students' knowledge after completion of the introductory organic chemistry course was assessed using a multiple-choice exercise.
Maroto, Beatriz; Camusso, C.; Cividini, M. J. Chem. Educ. 1997, 74, 1233.
Learning Theories
|
Regioselective Hydrochlorination: An Experiment for the Undergraduate Laboratory Philip Boudjouk, Beon-Kyu Kim, and Byung-Hee Han
A simple and convenient procedure for the addition of hydrogen chloride to a variety of olefins is described. Conventional glassware is used and product isolation is straightforward using distillation techniques.
Boudjouk, Philip; Kim, Beon-Kyu; Han, Byung-Hee. J. Chem. Educ. 1997, 74, 1223.
Learning Theories |
NMR Spectroscopy |
Synthesis |
Electrophilic Substitution
|
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
|
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
|
Capillary Electrophoresis in the Undergraduate Instrumental Analysis Laboratory: Determination of Common Analgesic Formulations Lynn Thompson, Hans Veening, and Timothy G. Strein
Efforts to introduce students to capillary zone electrophoresis, the simplest mode of CE, to students in a instrumental analysis course. The two period laboratory experiment described includes both the use of both HPLC and CZE to determine the formulation of common over the counter analgesic formulations.
Thompson, Lynn; Veening, Hans; Strein, Timothy G. J. Chem. Educ. 1997, 74, 1117.
Learning Theories |
Chromatography |
Electrophoresis |
Quantitative Analysis |
Instrumental Methods |
Medicinal Chemistry
|
Determination of Formaldehyde in Cigarette Smoke Jon W. Wong, Kenley K. Ngim, Jason P. Eiserich, Helen C. H. Yeo, Takayuki Shibamoto, and Scott A. Mabury
This experiment involves the collection, derivatization, extraction, and analysis of formaldehyde from cigarette smoke using two methods. Formaldehyde is extracted from smoke and derivitized with a solution of 2,4-DNPH with subsequent cleanup by solid-phase extraction and analysis of the hydrazone by HPLC with UV detection; additionally a solution of cysteamine yields the corresponding thiazolidine derivative that is liquid/liquid extracted and subsequently analyzed by either GC with NPD or FPD (sulfur mode).
Wong, Jon W.; Ngim, Kenley K.; Eiserich, Jason P.; Yeo, Helen C. H.; Shibamoto, Takayuki; Mabury, Scott A. J. Chem. Educ. 1997, 74, 1100.
Learning Theories |
Chromatography |
Quantitative Analysis |
Separation Science |
Aldehydes / Ketones |
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
|
An Innovative Model: Undergraduate Poster Sessions by Health Professional Majors as a Method for Communicating Chemistry in Context Marie Dunstan and Pat Bassinger
This paper develops the methods used to conduct poster sessions for undergraduate health professional majors. There are two main goals of the project. The first goal is to learn chemistry in the context of health professions, everyday activities and contemporary issues. The second goal is to continue to develop research and written and oral communication skills.
Dunstan, Marie and Bassinger, Pat. J. Chem. Educ. 1997, 74, 1067.
Learning Theories |
Nonmajor Courses |
Consumer Chemistry |
Medicinal Chemistry |
Applications of Chemistry
|
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
|
Chemical Literature: A Course Composed of Traditional and Online Searching Techniques Fred J. Matthews
This paper describes a one-semester undergraduate chemical literature course that incorporates both traditional and online searching techniques. The discussion covers course enrollment and organization, lecture topics, and the associated library exercises, and a correlation table of lecture topics and library exercises is included in the paper.
Matthews, Fred J. J. Chem. Educ. 1997, 74, 1011.
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
|
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
|
Electrochemistry "Discovery" Course for Undergraduates Michael Alan May and Vijay K. Gupta
A chemistry selected topics course, "Introduction to Laboratory Techniques in Electrochemistry" that gives undergraduates hands-on experience with electrochemical measurements and prepares them for summer research in fuel cell and battery technology.
May, Michael Alan; Gupta, Vijay K. . J. Chem. Educ. 1997, 74, 824.
Learning Theories |
Electrochemistry |
Electrolytic / Galvanic Cells / Potentials
|
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
|
Old MacDonald Named a Compound: Branched Enynenynols Dennis Ryan
An imaginary teacher of organic chemistry thinks up some whimsical compounds for his students to name using IUPAC nomenclature rules.
Ryan, Dennis. J. Chem. Educ. 1997, 74, 782.
Learning Theories |
Nomenclature / Units / Symbols |
Alcohols |
Alkenes |
Alkynes |
Molecular Properties / Structure
|
Database vs. Expert System Teaching Paradigms: Using Organic Reaction Mechanisms To Teach Chemical Intuition Paul H. Scudder
This paper presents an expert-system-designed course that has worked well to teach students how to formulate reasonable hypotheses in organic chemistry. The course organizes reactants into generic electron sources and sinks, and treats reaction mechanisms as assemblies of a limited number of recognizable mechanistic steps.
Scudder, Paul H. J. Chem. Educ. 1997, 74, 777.
Learning Theories |
Mechanisms of Reactions
|
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
|
Meta Tasks for Organizing Prevenient Knowledge In Organic Chemistry K. R. Fountain
The meta tasks presented here, within a constructionist framework, based on readings in Polanyi and Ausebel allow students to systematically restate problems central to building an understanding of fundamental concepts in organic chemistry
Fountain, K. R. . J. Chem. Educ. 1997, 74, 354.
Learning Theories
|
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
|
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
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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
|
Active-Inductive-Cooperative Learning: An Instructional Model for Chemistry? Richard M. Felder
Five chemical engineering courses were taught to a cohort of students in consecutive semesters using an instructional model based on active, inductive, and cooperative learning and other methods designed to address a broad spectrum of learning styles.
J. Chem. Educ. 1996, 73, 832.
Learning Theories
|
Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student Marlene Katz
The Student-Directed Learning (SDL) fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control.
Katz, Marlene. J. Chem. Educ. 1996, 73, 440.
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
|
Assessment of Knowledge Acquired in an Organic Chemistry Course Beatriz Maroto and Celso Camusso
A model for the evaluation of students' knowledge using a multiple-choice type exercise was presented and used as an instrument for gathering data in order to make general assessment of students' strengths and weaknesses in organic chemistry after having taken the course.
Maroto, Beatriz; Camusso, Celso. J. Chem. Educ. 1996, 73, 231.
Learning Theories
|
A Problem-Based Learning Design for Teaching Biochemistry Richard F. Dods
This article describes the design of a biochemistry course that uses problem-based learning. Examples of some of the problems incorporated into the course are described in detail.
Dods, Richard F. J. Chem. Educ. 1996, 73, 225.
Proteins / Peptides |
Enzymes |
Learning Theories
|
The Socratic Method Lawrence, Stephen S.
Using small groups in large lecture courses.
Lawrence, Stephen S. J. Chem. Educ. 1995, 72, 764.
Learning Theories
|
Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles R. Daniel Libby
Applying Piaget's theories and the learning cycle approach to teaching organic chemistry, and how to develop any course with these principles in mind.
Libby, R. Daniel. J. Chem. Educ. 1995, 72, 626.
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
|
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
|
Active Learning Strategies in the Analytical Chemistry Classroom Ross, Michael R.; Fulton, Robert B.
Project to restructure analytical chemistry in order to help students become more effective learners and its results.
Ross, Michael R.; Fulton, Robert B. J. Chem. Educ. 1994, 71, 141.
Learning Theories |
Student-Centered Learning
|
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
|
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
|
The journal approach in the teaching of organic chemistry Viola, Alfred; McGuinness, Pamela (Davis); Donovan, Timothy R.
Communication skills are important to develop in all coursework. The organic chemistry class in this article is no exception, where students write and peer-reivew on topics ranging from (review) electronegativity, (prior lecture reinforces) pi-bond distribution in isobutylene, (broad topics requiring substantial review) chirality, (specific topics handled poorly on past exams) using curved arrows to describe reactions, and (study hints for upcoming exam) nucleophilic displacement reactions.
Viola, Alfred; McGuinness, Pamela (Davis); Donovan, Timothy R. J. Chem. Educ. 1993, 70, 544.
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
|
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
|
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
|
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
|
Piaget and organic chemistry: The equilibrium-kinetic approach for teaching introductory organic chemistry Libby, R. Daniel
The author suggests reorganization of traditional organic chemistry course material so that it is presented in a way that is aligned what we know about how people learn best.
Libby, R. Daniel J. Chem. Educ. 1991, 68, 634.
Learning Theories
|
Endocharm and its production in organic chemistry by mastery learning Afzal, Dawood; Delaware, Dana L.; Fountain, Kenneth R.
Using concept maps in organic chemistry and the difference between rote and meaningful learning.
Afzal, Dawood; Delaware, Dana L.; Fountain, Kenneth R. J. Chem. Educ. 1990, 67, 1011.
Learning Theories |
Acids / Bases
|
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
|
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
|
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
|
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
|
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
|
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
|
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
|
Prediction of the appearance of non-first-order proton NMR spectra Macomber, Roger S.
Undergraduates generally become equipped only to handle only first-order coupling patterns. This means that they have a hard time understanding a real spectra. By scaffolding students through the synthesis level of Bloom's taxonomy, students can work toward a more expert level of understanding.
Macomber, Roger S. J. Chem. Educ. 1983, 60, 525.
NMR Spectroscopy |
Aldehydes / Ketones |
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
|
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
|
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
|
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
|
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
|
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
|
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
|
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
|
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
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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
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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
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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
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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
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