Sustainable Reform for General Chemistry: Phased Implementation of Lecture-Based Reforms and Peer-Led Guided Inquiry

化学（12）本项目的目标是通过一系列课程改革的分阶段实施和评估来改造南佛罗里达大学的普通化学I课程。 为了实现我们的目标，我们正在适应ConceptTests倡导的NSF资助的系统性努力在威斯康星大学麦迪逊分校在讲座，同行领导的指导调查会议，而不是每周一次讲座，和网络辅助作业，以提高学生解决问题的能力。该项目每年影响近1100名学生，他们在USF学习普通化学I。在这一改革后的普通化学I课程中，学生的化学学习成绩正在通过在学期末进行ACS普通化学概念考试和普通化学II的成绩来衡量。我们还通过网络管理的学生学习成绩评估（SALG）工具收集有关改革和化学本身的其他数据。 每年向教员提供评估结果，以便他们评估自己在实施改革方面的努力，并决定是否在项目期间和之后继续进行改革。此外，我们计划通过出版物和演讲向对有效的科学教育改革感兴趣的全国社区广泛传播我们项目的成果。在部门资助的2002年秋季试点项目的基础上，我们希望部分和全面改革的课程，以提高整体性能和态度在普通化学。此外，我们希望这个项目提供必要的数据，以评估基于讲座的改革（概念测试，网络辅助作业）的有效性，而不是基于小组学习（同行领导的指导调查）的改革。按照设计，改革的所有阶段都在项目期间保持，以确保对这两类改革进行有效评价。

Chemistry (12) The goal of our project is to revamp General Chemistry I course at the University of South Florida through the phased implementation and evaluation of a set of curricular reforms. To achieve our goal, we are adapting ConceptTests championed by the NSF-funded systemic efforts at the University of Wisconsin-Madison during lectures, peer-led guided inquiry session in place of one lecture each week, and Web-assisted homework to improve student problem solving skills. The project impacts nearly 1100 students per year who take General Chemistry I at USF. Chemistry learning achievements for the students in this reformed General Chemistry I curriculum are being measured by administering the ACS general chemistry concept exam at the end of the semester and grades in General Chemistry II. We are also collecting additional data regarding the reforms and chemistry itself via the web-administered Student Assessment of Learning Gains (SALG) Instrument. The evaluation results are provided to the instructors each year in order for them to assess their own efforts in implementing the reforms and decide whether to continue with the reforms both during and after the project. Further, we plan to disseminate the results of our project broadly via publications and presentations to the national community interested in effective science education reform. On the basis of a departmentally funded Fall 2002 pilot project, we expect both partially and fully reformed curricula to improve overall performance and attitudes in general chemistry. In addition, we expect this project to provide necessary data for evaluating the effectiveness of lecture-based reforms (ConceptTests, web-assisted homework) as opposed to reforms based on small group learning (peer-led guided inquiry). By design, all phases of the reform are maintained during the project to ensure the effective evaluation of both types of reforms.