The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach
The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach
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主动和基于情境的学习在化学入门课程中的影响：模块化方法的早期评估
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
Josh Gutwill
中科院分区：
文献类型：
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作者：
Josh Gutwill
本研究评估新材料，“模块”，用于教学介绍化学课程。这些模块由来自两个NSF资助的财团的教师开发，采用真实世界的背景和互动的课堂形式，以促进概念理解，科学思维和改善对科学的态度。评价研究在两个机构进行，一个小型学院和一个大型大学。在每所学校的实验设计比较学生在一个课程部分教授模块，那些在一个部分，使用教科书和讲座形式。在这两所学校，模块部分的学生在化学概念问题和科学思维问题上的表现优于控制组。这所大型大学的模块化部分学生在随后的有机化学课程的第一次期中考试中也表现出色。关于态度，模块化部分的学生更积极的化学和课程比他们的同龄人在控制部分。
This study evaluates new materials, "modules", for teaching introductory chemistry courses. The modules, under development by faculty from two NSF-funded consortia, employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science. The evaluation studies were conducted at two institutions, a small college and a large university. The experimental design at each school compared students in a course section taught with modules to those in a section that used a textbook and lecture format. At both schools, students in the modular section outperformed the control group on conceptual problems in chemistry and on scientific thinking problems. Modular section students at the large university also outperformed their peers on the first midterm exam in the subsequent organic chemistry course. Regarding attitudes, the modular section students were more positive about chemistry and the course than their peers in the control section...