Creating a Globally Enhanced Chemistry Course through an Intercultural Collaborative Assignment

Autor/inn/en	Watla-iad, Kanchana; Kradtap Hartwell, Supaporn
Titel	Creating a Globally Enhanced Chemistry Course through an Intercultural Collaborative Assignment
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.1068-1075 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kradtap Hartwell, Supaporn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00696
Schlagwörter	Foreign Countries; Intercultural Programs; Chemistry; Statistical Analysis; Cooperative Learning; College Students; Science Instruction; Science and Society; College Science; Assignments; United States; Thailand + Suchen Sie Ihr Suchwort? Ausland; Chemie; Statistische Analyse; Kooperatives Lernen; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Assignment; Auftrag; Zuweisung; USA
Abstract	The ability to collaborate with culturally diverse groups is essential, not only to further scientific knowledge but also to solve complex global problems. However, not all students have opportunities to develop intercultural competencies through study abroad programs, due to various issues such as cost, rigid curriculum, and unrelated field of study. Despite the importance, implementation of intercultural and global issues in science classrooms is rare, as they may seem out of context and unnecessary for the limited class time. An example approach to create a globally enhanced chemistry course through an intercultural collaborative assignment is presented here. The shared assignment, creating a presentation on an assigned chemical analysis topic, allowed students in Quantitative Analysis and Analytical Chemistry classes in the USA and Thailand to interact and work as a team to complete the task. Students practiced critical thinking while applying knowledge learned in class to extract and translate information reported in the research articles. In addition, students also gained intercultural working experiences in a chemistry context at no cost. They negotiated the time zones and language barrier while realizing the relevancy between analytical chemistry and society. This model of intercultural collaborative class assignment should be applicable to various subjects. It is beneficial in broadening students' perspectives within their field of study, and it can serve as a low cost approach to incorporate intercultural experiences in other subject areas throughout the curriculum. (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	2024/1/01