A5068065514- Various Chemistry Research Topics
- Evaluation of Teaching Practices
- Innovative Teaching Methods
- Science Education and Pedagogy
- Student Assessment and Feedback
- Mathematics Education and Programs
- Educational Strategies and Epistemologies
- Educational Assessment and Pedagogy
- Innovative Teaching and Learning Methods
- Academic Writing and Publishing
- Education and Critical Thinking Development
- Problem and Project Based Learning
- Genetics, Bioinformatics, and Biomedical Research
Berea College
2024
University of Iowa
2020-2022
What we emphasize and reward on assessments signals to students what matters us. Accordingly, a great deal of scholarship in chemistry education has focused defining the sorts performances worth assessing. Here, unpack observations made while analyzing "success" meant across three large-enrollment general environments. We observed that enrolled two environments could succeed without ever connecting atomic/molecular behavior how why phenomena happen. These environments, argue, were not really...
What we as scientists and educators assess has a tremendous impact on whom authorize to participate in science careers. Unfortunately, critical gateway chemistry courses, assessments commonly emphasize reward recall of disaggregated facts or performance (often mathematical) skills. Such an emphasis marginalizes students based their access pre-college math preparation misrepresents the intellectual work chemistry. Here, explore whether assessing more authentic practice (i.e., mechanistic...
Abstract Many conversations surrounding improvement of large‐enrollment college science, technology, engineering & mathematics (STEM) courses focus primarily (or solely) on changing instructional practices. By reducing dynamic, complex learning environments to collections teaching methods, we neglect other meaningful parts a course ecosystem (e.g., curriculum, assessments). Here, advocate extending STEM education reform beyond “active versus passive learning.” We argue communities...
The alignment of teaching and assessment in chemistry courses is critical for the practice science positive student learning outcomes. This paper addresses how instructors can align what they do class with assessments across topics to improve students' understanding explanations chemical phenomena. We drew on foundations Phenomenon-Based Learning introduce observable events be used as an entry point into causal mechanistic reasoning, essential explanatory scientists. cross-institutional...
Metamodeling ideas move beyond using a model to solve problem consider the nature and purpose of model, such as reasoning about model's empirical basis understanding why how might change or be replaced. Given that chemistry relies heavily on use models describe particulate-level phenomena, developing sophisticated reflects critical competency for undergraduate students in courses. Here we set collaborative learning activities developed design criteria process oriented guided inquiry...