A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation
A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation
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普通化学专业准备不足的学生的过渡计划：诊断、实施和评估
DOI：
10.1021/ed100410j
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发表时间：
2012
影响因子：
3
通讯作者：
Regina F. Frey
中科院分区：
文献类型：
--
作者：
Shawn P. Shields;M. Hogrebe;W. Spees;L. Handlin;Greg P. Noelken;Julie M. Riley;Regina F. Frey
我们开发了一个在线考试，以诊断学生谁是准备不足的大学水平的普通化学，并实施了一个程序，以支持他们在一般化学序列。这个过渡计划包括延长长度的背诵，同行领导的团队学习（PLTL）研究小组和同行指导小组。我们评估了该计划的影响，学生在普通化学使用的数据从2007年秋季学期，2008年和2009年。我们发现，我们的过渡计划，帮助准备不足的学生取得显着收益，在他们的课程表现相对于其他学生时，控制先前的内容知识和经验。PLTL确实提高了准备不足的学生相对于其他学生在低40%的类的表现。纳入同侪指导比使用学习者培训法带来了更多的收益。通过对过渡课程学生的调查，学生们同意或强烈同意延长背诵时间和同伴指导小组提高了他们在普通化学方面的表现。鉴于我们计划的自愿性质，这一点很重要。
We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this program's impact on student performance in general chemistry using data from the fall semesters 2007, 2008, and 2009. We found that our transition program helped the underprepared students make significant gains in their course performance relative to other students when controlling for prior content knowledge and experience. PLTL did improve the performance of the underprepared students relative to other students in the lower 40% of the class. Inclusion of peer mentoring resulted in additional gains over the use of PLTL. Via surveys to students in the transition program, students agreed or strongly agreed that extended-length recitations and peer-mentoring groups improved their performance in general chemistry. This is important given the voluntary nature of our program.