Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts to Educate High School Students about Alcohol

Autor/inn/en	Godin, Elizabeth A.; Kwiek, Nicole; Sikes, Suzanne S.; Halpin, Myra J.; Weinbaum, Carolyn A.; Burgette, Lane F.; Reiter, Jerome P.; Schwartz-Bloom, Rochelle D.
Titel	Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts to Educate High School Students about Alcohol
Quelle	In: Journal of Chemical Education, 91 (2014) 2, S.165-172 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed4000958
Schlagwörter	Alcohol Education; Pharmacology; Partnerships in Education; Chemistry; Biology; Scientific Concepts; High School Students; Learning Modules; Integrated Curriculum; Student Centered Curriculum; Science Course Improvement Projects; Secondary School Teachers; Professional Development; Achievement Gains; Experimental Curriculum; Experimental Teaching; Pharmaceutical Education + Suchen Sie Ihr Suchwort? Arzneikunde; Hochschulpartnerschaft; Chemie; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning module; Lernmodul; Achievement gain; Leistungssteigerung; Experimentalunterricht; Experimentelle Pädagogik
Abstract	We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14?014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10