Chem-2-chem:: A one-to-one supportive learning environment for chemistry
Chem-2-chem:: A one-to-one supportive learning environment for chemistry
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DOI：
10.1021/ed082p1859
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发表时间：
2005-12-01
影响因子：
3
通讯作者：
Rubin, MR
中科院分区：
文献类型：
--
作者：
Báez-Galib, R;Colón-Cruz, H;Rubin, MR
Chem-2-Chem （C2C）辅导计划是由波多黎各大学Cayey分校开发的，这是一所为西班牙裔学生提供服务的本科院校，旨在提高学生的保留率，并帮助学生在普通化学课程中取得成功。该项目提供了一个支持性的学习环境，旨在以整体的方式满足学生的学术和情感需求。高级化学学生通过辅导和指导大约21%的普通化学学生，为他们提供同伴主导、个性化和个性化的学习体验。采用学生测试、配对测试和χ2分析对所有普通化学课程部分正式班级名单的最终成绩进行分析。在七个学期的研究结果显示，成功的课程结果增加了29%，定义为化学-2-化学参与者获得的最终字母成绩为A， B和C。对于每个期末成绩，检测到参与者和非参与者之间具有高度统计学意义的差异。在每个学期的研究中，参与者和非参与者获得的成功课程结果之间也存在统计学上的显著差异。这项研究支持了化学教育为学习经验提供社会背景的最新趋势。这种以同伴为主导的学习策略可以作为一种有效的模式，在广泛的教育机构中实现科学课程的卓越。
The Chem-2-Chem (C2C) tutoring–mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student'st-test, pairedt-test, and χ2analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.