Evaluating Students' Learning Gains, Strategies, and Errors Using OrgChem101's Module: Organic Mechanisms--Mastering the Arrows

Autor/inn/en	Carle, Myriam S.; Visser, Rebecca; Flynn, Alison B.
Titel	Evaluating Students' Learning Gains, Strategies, and Errors Using OrgChem101's Module: Organic Mechanisms--Mastering the Arrows
Quelle	In: Chemistry Education Research and Practice, 21 (2020) 2, S.582-596 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carle, Myriam S.) ORCID (Flynn, Alison B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Science Instruction; Organic Chemistry; Open Educational Resources; Pretests Posttests; Online Courses; Scientific Concepts; Interactive Video; Feedback (Response); Metacognition; Skill Development; Workshops; Undergraduate Students; Error Patterns; Outcomes of Education; Student Attitudes; Positive Attitudes; Scores; Intervention; Foreign Countries; Achievement Gains; Science Achievement; Science Tests; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; Online course; Online-Kurs; Interaktives Video; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Lernwerkstatt; Schulung; Fehlertyp; Lernleistung; Schulerfolg; Schülerverhalten; Ausland; Achievement gain; Leistungssteigerung; Kanada
Abstract	We developed an online learning module called ''Organic Mechanisms: Mastering the Arrows'' to help students learn part of organic chemistry's language--the electron-pushing formalism. The module guides students to learn and practice the electron-pushing formalism using a combination of interactive videos, questions with instant feedback, and metacognitive skill-building opportunities. This module is part of OrgChem101.com, an open educational resource (OER) that houses a series of learning modules. To evaluate the mechanism module's effects on students' learning and experiences, we offered a workshop during which undergraduate students used the module. We investigated their learning gains via a pre-test and post-test format and their experiences using a survey. Analysis of responses revealed significant learning gains between the pre- and post-test, especially with questions that asked students to draw the products of a reaction. After using the learning tool, students used more analysis strategies, such as mapping, attempted more questions, and made fewer errors. The students reported positive experiences and a belief that the module would help them in their organic chemistry courses. Previous work also identified greater metacognitive skills after using the module, related to the module's intended learning outcomes. Herein, we describe the module, evaluation study, findings, and implications for research and practice. (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	2024/1/01