Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students
Efficacy and Insights Gained from a Utility Value Intervention with Inorganic Chemistry Students
复制标题
从无机化学学生的效用价值干预中获得的功效和见解
DOI：
10.1021/acs.jchemed.2c00045
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发表时间：
2022
影响因子：
3
通讯作者：
Lewis, Scott E.
中科院分区：
文献类型：
--
作者：
Wang, Ying;Lewis, Scott E.
效用价值干预(UVI)是一种简短的作业，旨在提高学生对他们所学内容的效用价值的感知。UVIS已被证明可以提高学生在各种STEM课程中的学习成绩；然而，UVIS在化学课程或高级课程中的使用还没有得到很好的探索。这项研究使用实验设计评估了一门高级化学课程中的紫外线虚拟仪器对学生表现的影响。学生被随机分配到效用价值组或内容总结组。第一组收到的提示要求学生描述他们所学到的东西对他们的职业规划的作用；第二组收到的提示要求学生总结他们正在学到的东西。每个学生在本学期收到了三个提示，并被要求针对每个提示写一篇短文。为了评估UVI，对两组之间的考试成绩进行了独立的抽样测试，效果大小表明UVI对一次考试没有影响，对两次考试有积极影响。除了定量评估外，这项研究还定性地描述了学生参与干预的情况，即学生的反应如何证明了化学主题的感知效用价值的内部化。结果表明，大多数学生认为化学主题的个人效用是干预的目的。此外，学生的回复提供了他们职业计划的详细信息，这可以为教师提供针对学生计划设计课程的洞察力。总而言之，制定虚拟仪器的教学成本很低，可能有利于学生的表现，并为教师提供有价值的见解。因此，建议在高级化学课程的教学实践中考虑使用UVIs。
Utility value interventions (UVIs) are brief assignments designed to promote students’ perceived utility value of the content they are learning. UVIs have been shown to improve students’ academic performance in varying STEM courses; however, the use of UVIs in either chemistry courses or upper-level courses has not been well explored. This study evaluated a UVI in an upper-level chemistry course on student performance using an experimental design. Students were randomly assigned to either a utility value group or a content summary group. The first group received prompts asking students to describe the utility of what they are learning toward their career plans; the second group received prompts asking students to summarize what they are learning. Each student received three prompts over the semester and was tasked to write a short essay in response to each prompt. To evaluate the UVI, independent samplettests were conducted on exam scores between the two groups, and effect sizes indicated that the UVI has no impact on one exam and a positive impact on two exams. In addition to the quantitative evaluation, the study qualitatively characterized student engagement in the intervention, namely how students’ responses demonstrated an internalization of the perceived utility value of chemistry topics. The results suggest that the majority of students perceived a personal utility of chemistry topics as the intervention intended. Furthermore, students’ responses provided details on their career plans, which can provide instructors’ insight in designing curricula responsive to students’ plans. In summary, enacting UVIs has low instructional costs and may benefit student performance and provide valuable insights for the instructors. Therefore, UVIs are recommended for consideration in instructional practices of upper-level chemistry courses.
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远大的期望：通过对当前实践的分析，提出本科无机课程的框架。
影响因子：
4.6
作者：
B. Reisner;Sheila R. Smith;Joanne L. Stewart;J. Raker;J. Crane;S. Sobel;L. L. Pesterfield
通讯作者：
L. L. Pesterfield
影响因子：
4
作者：
Gaspard, Hanna;Dicke, Anna-Lena;Trautwein, Ulrich
通讯作者：
Trautwein, Ulrich
影响因子：
4.6
作者：
Curry, Kevin W., Jr.;Spencer, Dan;Pigford, Kimberly
通讯作者：
Pigford, Kimberly
影响因子：
0.9
作者：
Barney, Steve T.
通讯作者：
Barney, Steve T.
促进成功的提示：评估实用价值和成长心态对普通化学学生态度和学业成绩的干预
DOI：
--
发表时间：
2021
期刊：
影响因子：
--
作者：
Ying Wang;Guizella A. Rocabado;J. Lewis;Scott E. Lewis
通讯作者：
Scott E. Lewis