An Examination of Student Outcomes in Studio Chemistry

Autor/inn/en	Kiste, Alan L.; Scott, Gregory E.; Bukenberger, Jesse; Markmann, Miles; Moore, Jennifer
Titel	An Examination of Student Outcomes in Studio Chemistry
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 1, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00202a
Schlagwörter	Chemistry; Science Instruction; Teaching Methods; Outcomes of Education; Engineering Education; Pretests Posttests; Student Surveys; Student Attitudes; Learner Engagement; Teacher Student Relationship; Peer Teaching; College Students; Curriculum; Educational Change; Science Achievement; Lecture Method; Science Laboratories; Case Studies; Visualization; Introductory Courses; Statistical Analysis; Likert Scales; California + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ingenieurausbildung; Schülerbefragung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer group teaching; Peer Group Teaching; Collegestudent; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Case study; Fallstudie; Case Study; Visualisation; Visualisierung; Einführungskurs; Statistische Analyse; Likert-Skala; Kalifornien
Abstract	Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to house the majority of the remaining general chemistry courses was completed in 2013. A detailed study of the effects of the entire ecology of the studio experience on student success was initiated at that time. Data from content knowledge pre- and post-tests, learning attitudes surveys, and student course evaluations show positive effects on student performance, the development of more expert-like learning attitudes, increased student engagement, and increased student-instructor interactions vs. the previous separate lecture and laboratory instruction for non-engineering students. Our data also show that an associated new peer Learning Assistant program increases student engagement while also having positive impacts on the Learning Assistants themselves. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01