Improving Large Lecture Gateway Chemistry Courses through Flipped Classes with Peer-Led Team Learning

通过翻转课堂和同伴主导的团队学习改进大型讲座网关化学课程

• 批准号: 1432085
• 负责人: Scott Lewis
• 金额: $ 33万
• 依托单位: University of South Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432085&HistoricalAwards=false
• 关键词: Improving; Large; Lecture; Gateway; Chemistry

General Chemistry and Organic Chemistry courses are critical junctures and often are points of attrition in the academic pursuits for many undergraduate STEM majors. Research and development of pedagogical reforms and instructional interventions that improve student learning and success in these courses can contribute to increasing the number of STEM graduates in fields important to the economic health and security of the nation. This project will build upon prior work that has demonstrated success by utilizing Peer-Led Team Learning (PLTL) in General Chemistry I and will develop, implement and evaluate a reform pedagogy for instruction in General Chemistry II and Organic Chemistry I that blends PLTL with a so-called "flipped" classroom structure. In a flipped classroom arrangement, lecture content is provided via relatively brief online videos that students watch outside of class. The time made available during class by diminishing the time devoted to lecturing can be used for implementing active learning activities such as small group problem-solving and PLTL. As General Chemistry II and Organic Chemistry I enroll large numbers of students at the University of South Florida, research outcomes from this project will be of value to inform similar endeavors at other institutions that also offer undergraduate STEM courses with large enrollments.The chief elements of this project entail the development of the blended pedagogical approach, creation of video lectures, training of peer leaders and faculty professional development. As this project will extend work begun in General Chemistry I to the subsequent courses of General Chemistry II and Organic Chemistry I, the investigators will study the impact of the reform pedagogy on persistence in a disciplinary course sequence, on transferrable skills between courses, and ultimately on degree attainment in STEM disciplines. Research on the effectiveness of the intervention will involve comparisons of students in classes in which the novel pedagogical strategy has been implemented and those students in classes receiving instruction without the reform pedagogy. Specific instruments and data sources that will be utilized to measure project outcomes include administering standardized final examinations from the American Chemical Society Examinations Institute in General Chemistry II and Organic Chemistry I, conducting student interviews to elicit their approaches to problem-solving and institutional records of student performance in the targeted courses and graduation rates.

普通化学和有机化学课程是许多本科生STEM专业的关键环节，往往是学术追求的磨损点。研究和开发教学改革和教学干预措施，以改善学生在这些课程中的学习和成功，有助于增加对国家经济健康和安全至关重要的领域的STEM毕业生人数。该项目将在之前的工作的基础上，利用同行领导的小组学习(PLTL)在普通化学I中取得成功，并将开发、实施和评估一种将PLTL与所谓的“翻转”课堂结构相结合的普通化学II和有机化学I的教学改革方法。在翻转课堂安排中，授课内容通过学生在课外观看的相对简短的在线视频提供。通过减少用于讲课的时间，在课堂上腾出的时间可以用于实施积极的学习活动，如小组解决问题和PLTL。随着普通化学II和有机化学I在南佛罗里达大学招收大量学生，该项目的研究成果将对其他机构的类似努力具有参考价值，这些机构也提供招生人数较多的本科生STEM课程。该项目的主要内容包括发展混合教学方法、创建视频讲座、培训同行领袖和教师专业发展。由于这一项目将把普通化学一开始的工作扩展到普通化学二和有机化学一的后续课程，调查人员将研究改革教学法对学科课程顺序的坚持性、课程之间的可转移技能以及最终获得STEM学科学位的影响。对干预效果的研究将包括对实施了新的教学策略的班级的学生和没有实施新的教学策略的班级的学生进行比较。将被用来衡量项目成果的具体工具和数据来源包括管理美国化学协会考试研究所的普通化学II和有机化学I的标准化期末考试，对学生进行面谈，以得出他们解决问题的方法，并对学生在目标课程和毕业率中的表现进行机构记录。

项目成果

Can they succeed? Exploring at-risk students' study habits in college general chemistry

他们能成功吗？

• DOI: 10.1039/c6rp00101g
• 发表时间: 2016
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Ye, Li;Shuniak, Constantine;Oueini, Razanne;Robert, Jenay;Lewis, Scott
• 通讯作者: Lewis, Scott

Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

化学主题给数学能力分数低的学生带来了不相称的难度

• DOI: 10.1039/c8rp00115d
• 发表时间: 2018
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Ralph, Vanessa R.;Lewis, Scott E.
• 通讯作者: Lewis, Scott E.

Goal orientations of general chemistry students via the achievement goal framework

通过成就目标框架确定普通化学学生的目标导向

• DOI: 10.1039/c7rp00148g
• 发表时间: 2018
• 期刊: Chemistry Education Research and Practice
• 影响因子: 3
• 作者: Lewis, Scott E.