High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes
High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes
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DOI：
10.1021/acs.jchemed.6b00663
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发表时间：
2017-04-01
影响因子：
3
通讯作者：
Midkiff, Brooke
中科院分区：
文献类型：
--
作者：
Crimmins, Michael T.;Midkiff, Brooke
有机化学是化学、生物学和许多健康科学职业课程的必修课程。它历来被认为是一个极具挑战性的课程，失败率很高。与许多科学学科一样，有机化学的教学传统上侧重于以非结构化的以展示为中心的课程材料的交付。本报告详细介绍了通过使用高度结构化、主动的学习形式，将有机化学大部分内容的教学转变为更加以学生为中心的方法的努力。在这项研究中，作者检查了一所大型公立大学两组学生的同质考试和课程成绩的学生表现数据，对接受高度结构化主动学习教学法的学生和接受有机化学传统非结构化讲座教学法的学生进行比较。数据由 4 个不同年份的重复横截面组成，总样本量 n = 766。回归和倾向得分匹配 (PSM) 用于分析学生的学业成绩。结果表明，接受有机化学高度结构化、主动学习教学法的学生在总分和期末考试成绩上的得分在统计上显着更高，并且最终课程成绩提高的可能性也更高。结果进一步表明，虽然强化结构与主动学习相结合，总体上改善了所有接受学习的学生的学习成绩，但那些学业成绩水平最低的学生却获得了最多的收获。这项研究对于高度结构化的主动学习对学业成绩的影响进行了因果分析，具有重要意义。
Organic Chemistry is a required course for programs in chemistry, biology, and many health science careers. It has historically been considered a highly challenging course with significant failure rates. As with many science disciplines, the teaching of Organic Chemistry has traditionally focused on unstructured exposition-centered delivery of course material. This report details efforts to transform the teaching of a large section of Organic Chemistry to a more student-centered approach through the use of a highly structured, active learning format. In this study, the authors examine student performance data on homogeneous examinations and course grades for two groups of students at a large public university for comparison between those that received highly structured active learning pedagogy and those that received traditional, unstructured, lecture pedagogy in Organic Chemistry. Data consist of repeated cross sections over 4 different years, with a total sample size n = 766. Regression and propensity score matching (PSM) are used to analyze student academic outcomes. Results suggest that students exposed to a highly structured, active learning pedagogy in Organic Chemistry scored statistically significantly higher on total points earned and final exam scores, and had a higher probability of an increase in their final course grade. Results further suggest that while increased structure in conjunction with active learning improved outcomes generally for all students who received it, those students at the lowest academic achievement levels experienced the most gains. This study is significant in its causal analysis of the impact of highly structured active learning on academic outcomes.